Eldene Pre-School & Toddlers

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About Eldene Pre-School & Toddlers

Name Eldene Pre-School & Toddlers
Ofsted Inspections
Address Eldene Community Centre, Eldene, SWINDON, SN3 3RZ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Swindon
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children make close friendships and develop secure attachments at this happy, friendly setting. They are warmly greeted by staff at the door and immediately seek out their friends and begin to play. Children play well together in large groups.

For example, they play a game of hide and seek, which quickly becomes a dinosaur game. Children squeal with laughter as they crawl through the grass, alongside staff. They pretend to stealthily stalk one another.

Children giggle and pretend to pounce on their friends. Older and younger children play harmoniously together. Children are kind to each other and behave well.

...Staff prepare interesting activities based on well-known stories. For example, staff put out a large tray filled with teapots, citrus fruit, funnels, jugs and teacups. Children excitedly begin to explore the tray and have a 'tea party'.

They open teabags and smell the different aromas, 'This one smells like kiwi.'. Children mix, pour, taste, squeeze and stir different tea and juice.

They fill different receptacles and then serve their friends, 'Would you like some tea?'. Staff have a clear understanding of what they want children to learn from the activities they offer. They know children very well and respond quickly to their interests.

What does the early years setting do well and what does it need to do better?

Children with special educational needs and/or disabilities are exceptionally well supported. Staff respond quickly to children's learning needs. They use the information they gather from observations to identify any gaps in learning.

Leaders work very well with external agencies to ensure that children make good progress and can access the curriculum fully. The manager makes good use of additional funding to support the most vulnerable children.Children benefit from a language-rich environment.

Staff build on children's communication skills, introducing new vocabulary while they play. However, on occasions, some staff forget to wait before offering an answer to a question or they ask too many questions in rapid succession. Younger children would benefit from more time to process what is being asked of them.

Staff speak very highly of the support they receive from the manager. Leaders have strong systems in place to support and supervise staff. Staff share that the manager gives them ongoing training opportunities.

This helps to develop their professional development. Leaders value their staff team.Staff are good role models for children.

For example, saying please and thank you and being respectful to one another. Staff put in place good strategies to support children to be kind to each other. When minor conflicts arise staff swiftly intervene and support children to take turns and share.

However, staff miss opportunities to teach children about their feelings and emotions when this occurs. This means children do not always understand how their actions have impact on others.Staff share important information with parents about their child's development.

Parents share that staff offer tips and activities that they can replicate at home. Staff gather useful information from parents when children start. This helps staff plan activities that build on what children know and link to their interests.

Parents comment that they feel children are safe, happy and secure at this setting.Leaders have a clear vision for what they would like children to learn. They have developed a broad and balanced curriculum.

The manager effectively evaluates her provision. She uses this information to consider what action should take place to raise standards even higher.Children are highly independent and have good self-help skills.

For example, they prepare snack, pour drinks and wash up after meals. Staff support children to make healthy choices. They discuss where different food types come from during mealtimes.

Children develop a good understanding of the importance of a healthy lifestyle.Staff use observations to effectively plan activities to help children develop a range of skills. Staff encourage exploratory play.

For example, children develop their sensory skills as they play with a range of materials. They explore bread dough, pulses and natural resources. Younger children scoop and pour lentils through tubes and into pots.

Older children strengthen their finger muscles as they knead and manipulate bread dough into different shapes.


The arrangements for safeguarding are effective.The manager is very confident in her role as designated safeguarding lead.

The manager responds quickly to any concerns raised by staff and/or external agencies. Staff can confidently identify the signs and symptoms of abuse. They know what process they should follow should they have concerns.

Staff and leaders know what to do should they have a concern about a member of staff. They ensure that they follow local authority safeguarding guidelines on managing allegations. The manager and staff provide a safe environment for children to learn and develop.

Staff receive regular training. For example, they know how to identify and respond to concerns around county lines.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: build on behaviour strategies to enhance children's understanding of feelings and emotions and how their behaviour impacts on others support staff to make the most of their interactions to extend children's communication skills to the highest level.

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