Anglo-Russian Pre-School Ltd

What is it like to attend this early years setting?

Children are happy and secure within the setting. They are greeted by staff in their home language, which helps to give them a sense of belonging. Children speak to each other and members of staff positively. Staff listen and respond appropriately to children, making them feel valued. Children confidently choose activities or work with members of staff in small groups. The support for their language and communication is strong. Children are all at least bilingual, and most are able to speak well in their home language of Russian and English. They understand English even when they are unable to express themselves clearly. Older children take part in English lessons with a qualified teacher to prepare them for school and the next stage in their learning.

Staff have a set routine for the day but also follow the needs of individual children. For instance, when children do not want to join in with the morning exercise routine, they are able to choose another activity and staff check on them regularly. Staff spend time with children developing their vocabulary. For instance, staff discuss which water containers are 'full' and 'empty'. Children babble and chatter while they are absorbed in activities. Staff use songs and books to encourage children's understanding. For instance, children listen to songs using puppets and hand gestures. There is a real sense of family and community in this setting.

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

• The manager is a very strong leader. She is always looking for ways to improve the setting for children. However, she needs to develop her staff team more so that they are confident in her absence. The manager plans to hold more regular staff meetings and develop staff's professional development further.
• Parent partnership is particularly effective. Staff work with parents to make sure that their children are supported. Parents speak positively about the setting and are keen to recommend it to others.
• Staff develop lovely relationships with children. Children are cheerful and talk to staff easily. Children with special educational needs and/or disabilities are especially well supported by the highly qualified staff. Staff understand their key children and anticipate their needs effectively.
• Children's behaviour is good. They are confident to ask staff for help if needed. For instance, during English lessons, they ask the teacher to help them find the correct letter.
• Children engage well during whole-group activities. Their listening and attention skills are very good. For example, they listen and respond to hearing different vehicle sounds by pointing at the pictures on the board.
• Staff place an importance on children's physical development at this setting. Children enjoy having a morning exercise routine that is part of their day, and join in enthusiastically.
• Staff use songs in English and Russian to encourage children's language development. For instance, they sing while moving during exercise classes and English lessons by introducing each child with a song.
• Staff talk to children about what they are doing. For instance, when children build with bricks, staff encourage them to build 'higher'. However, staff do not consistently extend children's conversational and self-help skills during routine times of the day, such as over lunchtime.
• Staff use themes for children to share experiences, such as learning about summer and the holidays that they are going on. Children also learn about events such as Chinese New Year and World Book Day. They are aware of the wider world beyond their nursery, which is useful for them when they leave this setting.
• Children are given a unique experience by being at this setting. Their languages of Russian and English are important and valued. Staff also provide children with opportunities to learn from outside teachers in music, ballet and Russian.

What the setting must and should do next

The provider should:

• encourage children's conversations and self-help skills more consistently during routine times of the day
• extend staff's professional development to enhance their knowledge further.