Our Lady's Pre-School

What is it like to attend this early years setting?

Children feel very happy at this warm and welcoming setting. Staff develop strong, trusting bonds with children. This helps children to gain confidence to explore the stimulating environment. For example, children seek comfort with familiar adults when needed through cuddles and engagement in play.

Leaders and staff are highly ambitious and motivated to ensure children make good progression at this setting. Staff create focused learning stations within the environment for one-to-one and/or small-group focused learning, such as about shapes or colours, using a wide range of resources and games. Staff create a language-rich environment with a big focus on communication and language skills through role modelling and repetitive use of sign language and song. During group times, all staff use sing and sign to capture children's attention and strengthen other areas of learning, such as around themes or topics. This allows children to develop good communication skills through verbal and nonverbal ways. Children with special educational needs and/or disabilities receive exceptional support. Staff work with specialist agencies to further support families and children. Staff can identify early intervention signs; therefore, all children make good progress.

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

• Leaders and staff are very supportive towards all children and families. They understand children's needs and abilities to plan effectively. Staff and leaders offer a diverse and inclusive practice while allowing children to deepen their understanding of the world through experiences and opportunities. For example, through displays of events happening throughout the year, passionate leaders share children's learning journeys through experiences. For instance, children experience and taste cultural food from a range of different national dishes and traditional food.
• Staff teaching interactions are strong, igniting conversation with children through play. For example, throughout the setting, children can look back on photos of themselves playing and/or the local community landmarks. This enables children to spark communication with staff and peers around their own experiences. Staff skilfully question children. Staff's good knowledge of child development means they can identify any gaps in communication and language, supporting all children through sign language and visual aids.
• Children behave well and staff support children to use good manners. For example, at mealtimes, staff use sign language and words to encourage the use of 'please' and 'thank you'. Leaders have strong values around healthy lifestyle choices and have a clear and strong vision for how to support children to further learn about where their food is sourced. For example, leaders source their food from a local farm and have planned a future event to allow all children and families to pick their own fruit and vegetables to deepen children's knowledge of where their food comes from.
• Parent partnership is effective. Parents appreciate the clear communication and speak highly about how happy their children are to attend the setting. Parents speak about the wide range of different learning opportunities for children, alongside the wealth of artwork they receive at home.
• Staff and leaders have an aspiring curriculum, both indoors and outdoors. However, staff do not consistently allow children to develop their own independence and resilience to challenges, for instance being able to independently support with hygiene tasks. Staff step in too quickly. Therefore, children do not have enough time to build their own understanding of risks in play and face their own challenges.
• Leaders have high expectations of staff and the setting. They ensure staff are highly trained across a wide range of areas. This allows staff to become confident in their roles and embed strong routines and structures. For example, it is embedded that all children contribute to tidy-up time and socially support one another. For instance, children independently hang up their coats, put their coats on and take them off, and support their peers if they need help. Children become confident learners and school ready when they leave this setting.

What the setting must and should do next

The provider should:

• strengthen opportunities for children to take appropriate risks and challenges to enhance their resilience and independence further.