Calvary Pre-School

What is it like to attend this early years setting?

Children arrive happily at this pre-school. They are greeted warmly by staff at the door and quickly come in and join their friends to play. Leaders plan an ambitious curriculum which focuses on preparing all children, including those with special educational needs and/or disabilities (SEND) to be ready for the next stage in their learning. Staff take a lead from the children and ensure that they know them well so that they can plan activities which will interest them and motivate them to learn.

Staff have high expectations for children's behaviour and children are kind and like to be helpful. They notice when things need tidying up and offer to help staff. For example, when children accidently spill some of their food on the table at lunchtime, they try to clean it up.

Children enjoy role play indoors and outside. They pretend to sell ice creams to their friends and staff in the garden, asking what flavours they would like and talking about how much the ice creams cost. They develop a love of reading, there is a wide range of books available in all areas of the pre-school. Children stop playing and sit at the bottom of the slide looking at books with their friends. Staff are animated and engaging when sharing stories in group time.

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

• Early mathematics skills are well supported by staff. For example, children count with staff as they jump across a number line on the floor. Staff help children to count objects as they place them in a container, they ask what colour the blocks are as they put them away. They talk about 'big' and 'small' and name the different shapes.
• Children are taught about being healthy. They enjoy brushing sets of pretend teeth with toothbrushes, making sure they clean in between all the gaps. They enjoy eating a range of fruit and vegetables at snack time. Staff engage children in discussions about the food they are eating, they ask if their strawberry tastes 'sweet' or 'sour'. Staff are alert to allergies children have and ensure that they accommodate these in the meals they prepare.
• Staff make sure that children spend time learning outside where they use the climbing equipment and wheeled toys to practise their gross motor skills. However, while playing in the garden, sometimes, staff do not support children to develop the confidence to take risks in their play. For example, staff quickly tell children not to go down the slide on their tummy but do not help the children to understand why this might be risky.
• Throughout the day staff teach children about sharing. At carpet time, a group of children talk with staff about how they share at home with brothers and sisters. Children's independence is well supported by staff, they are encouraged to pour their own drinks at mealtimes and to put their coats on and do their zips up. They persevere when they find tasks tricky and show that they feel proud of themselves when they achieve their goal. This helps children to feel confident about the things that they can do for themselves.
• Children behave well and are generally well supported to manage their feelings and emotions at the pre-school. However, the time taken for some key routines can mean that children have to wait for extended periods. For example, some children's lunch was not ready when they sat at the table and their friends started eating. As a result, these children wanted to eat their friend's food and got frustrated and restless.
• Parents speak very positively about the pre-school. They praise the manager and her team for being approachable. They appreciate the support they receive so they can support their child's learning at home and say that communication is good. The manager and staff work closely with the local authority and outside agencies to ensure that children with SEND have the support they need both in the pre-school and at home. They have established good relationships with local primary schools to support transitions when children leave the pre-school.

What the setting must and should do next

The provider should:

• ensure all staff understand how to support children to identify and manage their own risks in play
• strengthen the organisation of key times so that children are not waiting unnecessarily.