All Saints Under Fives Pre-School

What is it like to attend this early years setting?

Staff take great pride in the pre-school and work hard to provide a nurturing environment for all children. Children thrive in their care and show a sense of belonging and confidence in their surroundings. Staff are very good role models and genuinely enjoy spending their day with the children. Staff teach children the daily routines and children quickly follow their lead to accomplish tasks. For example, children organise themselves and negotiate how best to work together to carry a tub of bricks at tidy-up time. Staff make learning fun during circle times as children begin to develop their understanding of sharing and taking turns. Children concentrate well and wait until it is time for them to roll the ball to a friend.

Generally, children behave well and are kind to one another. When further support is needed, staff intervene sensitively and gently so that children know what is expected of them. Staff make a priority of promoting children's independence in readiness for their move to school. Staff give children plenty of opportunities to make choices and do everything they can to teach children about healthy eating and good dental care. Children remember what they have been taught and generally have great fun at pre-school.

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

• The leadership team is strong and exceptionally supportive of staff at the pre-school. Leaders work effectively to ensure that children and families are offered a good quality of childcare. Staff take a great pride in their work and say they thoroughly enjoy working at the pre-school. They are encouraged to further their training and have lots of help in improving their practice.
• Staff have a well-designed curriculum in place that supports children's development effectively. They know children exceptionally well and ensure that children's interests and fascinations are reflected in the activities and resources on offer. For example, staff provide lots of tools, pretend cement and bricks for children to copy building projects they have observed at home. Children are continually engaged in their exciting activities and demonstrate that they are developing positive attitudes to learning.
• Staff are well deployed in the pre-school and ensure that their time is spent supporting children as they play. They have a secure understanding of child development and know how to plan for children's next steps in learning. However, occasionally, these plans are not always implemented or sufficiently focused to enable children to make the very best progress.
• Children enjoy creating things and playing with sand and water. They have opportunities to use tools, such as scissors, where they learn to snip paper or even herbs. Children use their imaginations as they play in the home corners where resources, such as pots and pans, are the same as those found at home.
• Staff know that children like to continue their learning outside and so lots of activities are additionally available in the garden.
• Parents and carers offer the highest praise for the staff team and the work staff do. They feel welcome in the pre-school and say their children are very happy. Parents and carers confirm that they are well informed about children's activities and know how staff keep their children safe. Staff value parents as partners and consult with them regularly about how best to improve their service. Comments are celebrated by staff and action is taken to swiftly act on family's suggestions.
• Staff recognise the importance of children being able to communicate well. They model speech effectively and take the time needed to encourage children to share their ideas and thoughts as they play. Children who speak English as an additional language are well supported by staff who have undertaken additional training. Staff share their enthusiasm and knowledge with colleagues, and this has a positive impact on the children in question. Due to the skills of staff, all children quickly learn to speak confidently with their friends and communicate their needs and preferences.

What the setting must and should do next

The provider should:

• review and strengthen the planning and implementation of children's next steps in learning to help them make the best progress possible.