Romiley Methodist Pre-School

What is it like to attend this early years setting?

Staff arrive early to create a stimulating environment where children play and explore with excitement. Children are warmly welcomed on arrival. They know the routines, which are consistently implemented by staff, such as where to hang their coat. As a result, children settle well. Their smiles each day show they are happy and secure in the care of familiar staff who know them well.

Leaders have devised a good-quality curriculum that is helping children to make good progress. However, the intent for the curriculum is not always coherently arranged so that children develop the key skills that they need right now. That said, children's preferred styles of play are valued. Children make independent choices and are active learners. Staff provide resources to enthuse them based on a current 'Harvest' theme. Children decide how to play with pumpkins and corn on the cob. Children roll pumpkins, draw around them and delight in shaking and feeling the texture of the corn husks.

Staff have high expectations for children's behaviour. They are positive role models, which means that children benefit from consistent behavioural messages and know what is expected. Children behave well. They listen intently to stories read by staff, sit nicely at the table when eating a snack, and respond positively to requests from staff to help to tidy up.

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

• Since the last inspection, there has been a remarkable improvement. The new manager is keen and eager. The self-evaluation is accurate and the strong focus on addressing the actions raised previously has been successful. However, although training and a programme for professional development are now in place, these are not yet targeted on enhancing individual staff performance. There are some minor inconsistencies in practice and in building on what children know and can do.
• Staff ensure that children are a part of the close community. For example, staff take children to the local butcher's shop to buy sausages. Staff extend this experience when they return to the pre-school and children enjoy making sausage rolls. Children are involved in discussions about their outing and proudly show parents and visitors the photos of their adventure. Children develop a good understanding of the world around them.
• Staff value diversity and promote inclusion well. Children's cultures and traditions are celebrated. For example, children who celebrate the Moon Festival share this tradition in the pre-school. Staff provide creative activities and children immerse themselves in creating moons to display. Staff ensure that this festival is acknowledged and observed.
• The new manager has introduced a curriculum that, overall, is designed to prepare children for future learning. The curriculum is broad and balanced and, in the main, is helping children to make good progress based on their individual starting points. However, what is intended could be more refined and focused on what children need to learn right now. Some of the children's next steps in learning are not precise, which means that children are not helped to make the very best progress possible.
• Staff observe and assess children's progress and identify any gaps in development. Any additional needs that arise are acted on swiftly. Staff use additional funding well to ensure that children get the help they need. For example, recent funding paid for extra staff to provide one-to-one help and settle children on arrival. The special educational needs coordinator liaises with external professionals and has accessed training to enable her to support staff and meet all children's needs.
• Parents speak very highly of the friendly and nurturing staff. They praise the home-from-home pre-school. Parents are happy that their children develop positive behaviour and make friends. Parents say they are updated about their children's progress. They value the detailed information that is shared to support children's learning at home. Consistency is adopted to support children's learning and care.
• Staff help children to develop literacy skills. Children paint at the easel, make marks using chalk on the floor outdoors and identify letters from their name on a light-up tray. Staff foster a love of books and reading. Children borrow books from the pre-school to share with their parents and carers at home. This helps to prepare children for reading and writing at school.

What the setting must and should do next

The provider should:

• strengthen processes for staff professional development and training and provide staff with incisive feedback to enhance practice to a consistently high level
• refine the curriculum intent so that staff are clearer on what children should focus on next and children are helped to make the very best progress possible.