All Saints Preschool

What is it like to attend this early years setting?

Children show they feel safe and secure in the staff's warm and attentive care. For example, children snuggle in to listen to stories that staff read to them. Children are excited and keen to join in with activities that staff plan to support their learning. For instance, they enthusiastically help to make dough to play with, listening to and following instructions carefully. Children show pride in their achievements, and they clearly enjoy the praise that staff offer them regularly. Staff help to develop and build on children's self-esteem effectively.

Leaders and managers plan an interesting and varied curriculum for all children, including those with special educational needs and/or disabilities (SEND), to support their learning. For instance, they have high aspirations that all children will explore and develop control when using mark-making tools. Leaders, managers and staff provide children with a wide variety of resources and opportunities to mark make throughout the setting. Children are encouraged and motivated to have a go by supportive staff. They have opportunities to develop an understanding of the local community and wider world through regular outings, such as walks to see the statues in town. Children benefit from learning a wide range of skills.

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

• Staff understand how children learn and what they like to do. This helps them to plan activities and provide resources that engage and motivate children in their play and learning. For instance, they set out attractive water play activities and support children to develop their fine motor skills as they play. Staff help children design obstacle courses and think of ways to move actively. They help children develop their physical skills effectively.
• Staff readily identify when children may need more support for their learning. They plan and deliver effective support for children with SEND. Staff work in partnership with parents and external professionals to help support continuity for children's care and learning. Leaders and managers use additional funding effectively to target support where children will benefit the most. This helps them to close gaps that children have in their learning.
• Children benefit from staff who are positive role models for speech. For example, they teach children new words as they play and help children to hear words pronounced correctly by repeating back what they say. Children also learn to use signs to communicate. This helps to ensure that all children can communicate their needs to staff. However, occasionally, staff do not consider how to build on children's learning further by providing support and challenge as they play and through daily routines. At times, conversations and interactions between staff and children are not fully thought out to extend children's learning further.
• Staff are skilful as they support children to develop an awareness of early mathematical concepts. For instance, they teach children about weight, measure, space and shape, as well as how to count. Children demonstrate they are confident in using mathematical language as they play.
• Children take part in group times led by staff to learn alongside their friends. For instance, they join in singing sessions. However, staff do not fully consider children's individual learning needs. At times, some children are not engaged and do not benefit from the intended teaching.
• Older children are positive role models for younger children, and staff encourage all children to be independent. For example, children help others to undo the lids on their milk to drink at snack time. Staff offer children thanks and praise, and they support them to develop respect for one another. Children show positive behaviour and attitudes in all they do.
• Staff understand the importance of supporting children's good health. For instance, they promote handwashing before eating and making healthy choices with food. Staff teach children about staying safe, such as wearing a hat when outdoors in the sun. They encourage children to have regular drinks after being active. Staff ensure children have plenty of support to develop healthy lifestyles.
• Leaders and managers provide effective support for their staff team. They encourage staff to continually build on their skills and knowledge, such as through training. Staff report high levels of well-being and enjoyment in their roles.
• Leaders, managers and staff build effective partnerships with other settings that children attend. They take pride in developing positive relationships with parents, recognising the value in this to support children's learning. Parents comment on the good communication from staff and the high confidence they have in the staff team to care for and support their children's learning.

What the setting must and should do next

The provider should:

• support staff to enhance their teaching strategies to further extend children's learning
• help staff to adapt adult-led activities that better support children's current stage of learning and meet their individual needs.