Buttons@St Michaels

What is it like to attend this early years setting?

Children flourish at this exceptional setting. They arrive excited, happy and ready to learn. Staff encourage children to quickly become engrossed in a wealth of captivating and highly challenging activities and experiences. For instance, they approach the planting and growing areas with excitement and anticipation as they look to see what has grown. Children of all ages are curious and move freely between activities, selecting things that interest them and joining activities with their peers and staff. They are highly engaged in what they are doing and are supported by staff to guide their own play and learning. For example, children sit around a table and talk about the dinosaurs they are holding. They explain that a 'tyrannosaurus is fierce' and has 'very sharp teeth'. Children dig in the soil and fill wheelbarrows so that they can plant flowers. Staff skilfully support children's ideas and use a variety of strategies such as modelling language and questioning to extend their learning.

Children behave extremely well. Staff are wonderful role models for them. They show children how to be kind and to respect others. As a result, children show exceptionally high levels of concentration and they persevere with tasks until they get them right. They feel safe and quickly learn the importance of sharing and taking turns.

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

• The leadership team and dedicated staff work extremely hard to maintain the high-quality provision. They are passionate that all children and families receive the best care that they can provide. Staff observe and assess children's progress very effectively. They show a comprehensive knowledge of children's individual learning and development needs.
• Children with special educational needs and/or disabilities (SEND), as well as families who may sometimes benefit from additional support, are extremely well supported by staff. Leaders offer skilled guidance to staff, who are highly proactive in identifying and supporting children with SEND. For instance, staff use strategies, such as visual picture aids and signing, to aid communication. As a result, all children make rapid progress from their starting points.
• Partnerships with parents and other professionals are excellent. Senior leaders at the host school are exceedingly complimentary of the pre-school, highlighting how well the children are prepared for their transition to school. Communication between the pre-school and parents is very effective. Staff share a wealth of information with parents from the outset to establish a highly consistent approach. Parents feel listened to and valued and trust the staff completely.
• Staff interactions with children are exceptional. They place a strong emphasis on developing children's communication and language. Staff model key vocabulary to a high standard so that children talk confidently about their activities. For example, children explain how they are going to the garden to find mint and that they are adding red, yellow and blue colouring to their play dough to 'make a rainbow'.
• There is an abundance of opportunities for children to learn about the natural world. Children excitedly explore the vibrant woodland area. Staff enable children to build on and extend their understanding of their surroundings. For example, during a forest school activity, they learn about woodlice and articulately describe what they see. This leads children to ask staff intriguing questions, such as 'Why does it curl up in a ball?' and 'How many legs has it got?' Staff use the readily available store of books to enable children to find answers to their questions.
• Opportunities for physical development are numerous. Staff use their spacious outdoor area expertly well to provide activities that have a positive impact on children's physical health. Children are able to measure their own risks as they play. They jump from the climbing block and scramble through tubes enthusiastically. Even the youngest children skilfully navigate ride-on toys through obstacles confidently.
• Leaders are extremely effective at reflecting on their practice and supporting their staff team. Staff say that they feel valued and appreciated by the leadership team. Leaders are passionate in ensuring that all staff have the training they need to continue to be highly effective in their roles. For example, recent training in Makaton has improved children's communication and language skills.