Christ Church Pre-School

What is it like to attend this early years setting?

Children are exceptionally well supported by staff to feel comfortable, safe and ready to learn. Staff offer each child 'golden time' where they individually greet them each day, making the time to talk to them and check in. This sets children up for the busy day ahead. Children's emotional well-being and welfare is the highest priority for staff.

Children demonstrate a 'can-do' attitude. They confidently tell visitors that 'these are tricky', but with perseverance they accomplish their goals. For instance, children persist in trying to finish complex jigsaws and to balance on stilts. Their sense of pride shines through as they beam with delight. Staff readily offer children plenty of praise and encouragement. They give excellent support to children to develop a positive attitude and increasing resilience to activities that they find harder.

Leaders and staff plan a varied and challenging curriculum for children that aims to give them the best possible start in life. They work collaboratively with teachers at local schools to ensure children develop a broad range of essential skills for future learning. For example, staff ensure children are independent and become confident communicators. Staff have exceptionally high expectations for all children to achieve.

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

• Leaders and staff identify that communication skills are vitally important for children to succeed. They ensure all children benefit from time to talk, individually and in small groups. For instance, staff encourage children to share their news and talk about what they know. They teach them the rules of conversation, as well as a vast array of words to use. For example, staff introduce the words 'giant', 'enormous' and 'gigantic' as they discuss sizes. Staff use gestures to support children's understanding. They are excellent role models for children.
• Children benefit from staff who are tuned into what they say and do and are highly responsive in their teaching. For example, when children talk about caterpillars having ears, staff challenge them with thought-provoking questions. They ask children to recall what they know, make links, explore new ideas and take part in lively discussions. Staff are exceptionally skilful in building on children's learning.
• Leaders and staff encourage children to take part in daily planned 'book loving' time. They encourage children to take time every day to settle down to explore books. Staff teach children how to handle books respectfully and develop an enthusiasm for all types of reading material. Staff are superb role models, showing children how text carries meaning and discussing storylines. Children enthusiastically share books with their friends, chattering excitedly as they explore the pictures they find. Staff very successfully provide children with the tools they need to develop a love of books.
• Staff know the children they care for very well. They plan and finely tune individual next steps for children. For instance, staff understand which children need more support to build sentences or time to develop their attention and focus. They plan highly engaging activities to motivate children to learn, such as through language groups. This ensures all children make excellent progress in their learning.
• Children have helped to choose core songs and rhymes. This supports their confidence to join in at song time. As they sing these familiar songs, staff help children to know that there are different ways of making numbers. For instance, they teach them that three and one make four, as does two and two. Staff show children what this looks like on their fingers. Staff are very effective teachers of early mathematical skills.
• Children benefit from opportunities to learn about the wider world. For instance, they take part in meaningful cultural celebrations that help them to understand their friends' home lives. Additional funding is thoughtfully used, such as on music and movement sessions. This has had a very positive impact on building children's confidence.
• Parents overwhelmingly report that staff are nurturing and they offer the very best care for their children. Staff build effective partnerships with other settings that children attend and with external professionals involved in children's care. This ensures excellent continuity for children's care and learning.
• The pursuit of excellence is clearly seen demonstrated by leaders and staff. They have an unwavering goal to teach children to the highest of their ability. Staff continually look for ways to develop their knowledge further. They are highly proactive in improving their skills, such as through training. For example, recent training around mathematics and inclusion has been very successful in raising standards even higher. This benefits all children.