Moreton Baptist Preschool

What is it like to attend this early years setting?

The nurturing staff are very caring and passionate about providing the very best they can for the children attending the pre-school. Children are warmly welcomed by staff and children show they feel secure and happy. All children, including those with special educational needs and/or disabilities (SEND), settle with ease in the environment. The strong key-person system ensures staff know the children and their families well. Support for children and families is strong, holistic and tailored to their needs. Staff work closely with parents to keep up to date with their children's current interests.

Staff have high expectations for children's behaviour and teach them the importance of good manners, sharing and turn-taking. For example, children help to tidy up and listen carefully to staff when they speak. Staff teach children about different emotions. Children are starting to manage their feelings well.

Staff plan a varied and ambitious curriculum to build on children's skills and knowledge over time. The curriculum supports all areas of development well. Staff know and understand the learning intentions for all children. This supports all children, including children who are disadvantaged and children with SEND, to make good progress from their starting points. All children gain the appropriate skills for later learning, including school.

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

• Children's communication and language skills are promoted particularly well. Staff introduce lots of new vocabulary and continually narrate activities for younger children. Signing is a key part of the nursery's curriculum for communication and language. This helps children to develop their understanding and ability to express themselves. Children are confident communicators.
• Staff support children's mathematical learning well. Children learn about numbers, amounts, colours and sizes through a variety of activities. They hear a range of mathematical language, such as 'more' and 'less', as they play. Staff and children count items to match numbers. This helps to support children's understanding of mathematics and give numbers context.
• Additional funding is used well to support children. For example, the pre-school has recently introduced a mud kitchen to support children's interests in sensory play. This helps to ensure that all children can access the curriculum.
• The provision for SEND is a particular strength. Leaders and staff work with parents and other professionals to ensure that children receive tailored support to meet their needs. Staff ensure referrals are made swiftly and support plans are of high quality. This supports children with SEND to make good progress.
• There is a balanced curriculum based on children's interests. However, occasionally, intentions for children's learning are less ambitious and the curriculum is not implemented as effectively. For example, during group time, learning intentions are not as well matched to children's individual needs. Children become distracted and stop listening to instructions. This does not help children to build continually on what they know and can do.
• Staff help children to learn about the world. They teach them about mutual respect and acceptance. For example, children enjoy learning about different cultures and values. They look at books that reflect differences in families. Children discuss how some children have different eye, hair and skin colour. Children are developing an understanding of life in modern Britain.
• Staff teach children about healthy lifestyles, such as the importance of a balanced diet and good hygiene practices. Children have good opportunities to develop their physical skills. They have regular access to the garden where they enjoy running, balancing, playing with balls and pedalling tricycles. Children are developing an understanding of how to keep themselves healthy.
• Staff give children opportunities and support them to complete tasks for themselves. For instance, children pour their own drinks and carry out their personal care routines with little support. This helps children develop the skills they will need as they move on to school.
• Parent partnerships contribute significantly to children's success. Staff regularly talk to parents about children's progress. They share ideas to support children's development at home and at pre-school. This promotes a high level of consistency in children's learning.
• Staff express how well supported they feel in their roles. They benefit from ongoing training opportunities. Staff receive regular supervision meetings where all aspects of their role can be discussed. This helps staff build on their already good knowledge and skills and improve the overall outcomes for children.

What the setting must and should do next

The provider should:

• strengthen teaching practices so that learning intentions are precisely matched to support children's individual needs.