Sacred Heart Pre-School

What is it like to attend this early years setting?

Children thrive in this nurturing and welcoming pre-school. They demonstrate that they feel safe and secure. Children develop close relationships with each other and the staff, who are passionate about their roles. Children enjoy taking turns to be a 'helper'. For instance, they assist in tasks such as serving snacks to their friends or recycling food and packaging. Children follow the nursery routines well. For example, they know to listen for instructions when the bell rings. Children show that they understand the expectations for behaviour. They understand how the use of a sand timer helps to ensure they all take turns.

Staff have high expectations for all children's development, including those with special educational needs and/or disabilities (SEND) and for those who speak English as an additional language. Staff prioritise children's development of language and ensure that any gaps in learning close quickly. Children eagerly engage in a variety of planned activities based on their interests and what staff would like them to learn next. For example, they participate enthusiastically in a sensory activity. They walk with bare feet through different materials, while recalling the 'bear hunt' story. They eagerly describe what they are feeling, such as 'soft', 'hard' and 'cold'.

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

• The manager and committee work in partnership and are committed to providing good-quality care and education. They have made successful improvements since the last inspection. For instance, children are now able to access additional resources to support their problem-solving skills.
• The manager and staff have developed a curriculum to support learning. They build this on children's interests and what they understand children can already do. This ensures that children want to engage and that they receive effective challenge. However, on occasions, they do not extend sufficiently the explanations they give to children. Consequently, children do not always understand what is expected of them. For example, when staff ask children to sweep the floor, they do not explain that this is to stop them from slipping over.
• Staff support children to be independent in some of their care needs, such as putting on their coats. However, they do not encourage them to be as independent in their learning as they could be. Consequently, children seek out adult-led activities and do not often choose to play freely alone or with friends.
• Overall, the manager has good expectations of her staff team. She monitors the quality of teaching through regular observations. However, at times she intervenes to offer additional support. This occasionally impacts on the already good teaching that is taking place.
• Staff implement specific plans for children with SEND and those in receipt of additional funding. They ensure that effective strategies are used to make the biggest difference for these children. Staff work well with other professionals involved in children's care to promote their learning and well-being.
• Children develop effective language and communication skills. Staff target their interactions for children who speak English as an additional language. They speak clearly and carefully to promote children's understanding. Staff skilfully build on children's vocabulary, adding in new words as they speak. For instance, when the children were playing with cars, staff added the word 'big' to the children's discussion about a blue car.
• In response to the COVID-19 pandemic, staff recognise the need for children to relax and take time to be calm. They have introduced daily mindfulness sessions to promote emotional well-being for children and staff. For example, at the end of the session, children and staff lie quietly together and listen to music. As a result, children cope well with the transitions that follow, either going home or mealtimes.
• Parents say that they are happy with the pre-school. They comment on the good progress children have made, especially with their speech and social skills. Parents explain that staff communicate well with them. Staff share information about children's learning either verbally or through an online platform.

What the setting must and should do next

The provider should:

• support staff to recognise and use opportunities to challenge and extend children's knowledge and emerging interests, in order to maximise learning
• extend staff's teaching practice to ensure children consistently benefit from quality learning experiences that support their good progress.