St Agnes Preschool

What is it like to attend this early years setting?

Children begin the day with warm hugs from staff and group time with their friends. Staff gather children altogether to 'stand up, turn around, touch the ground and reach up to the sky'. Children listen and respond well to instructions. This promotes their well-being and they feel happy and safe.

Children learn about personal hygiene and how to be independent. Staff remind children that they are superheroes and 'must fight against germs'. Children tell each other they must catch their coughs and wash their hands to 'battle and destroy the germs'. Children access a nose-wiping station to blow their noses. They dispose of tissues appropriately and wash their hands frequently during the day. This teaches children independence skills and helps them learn about keeping healthy.

The world fascinates children. Staff enrich their curiosity by showing them a globe and identifying different countries. Children discuss the usefulness of a map and comment, 'It stops you getting lost.' Staff explore flags and languages. They teach children 'please' and 'thank you' in French. Children enthusiastically talk about the similarities and differences between places they have visited. This helps children learn about what they have in common and what makes them unique.

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

• Communication and language strategies used with children are effective. Staff speak slowly and repeat children's words back to them. Children have time to think and formulate a response at their own pace. Staff use hand gestures, such as holding their hand to their ear, and narrate what children do. This means children make good progress in their speaking and listening skills.
• All children in the setting love books. Children independently choose to get comfortable on mats while they read. Skilful staff join in when appropriate and add to the story by introducing new words or phrases. Younger children like to predict what comes next in a storybook about food. This effectively widens children's vocabulary and sequences children's understanding of storybooks.
• Children make pretend pizzas with staff. They talk about what fruit and vegetables will go on top of their pizzas. Children choose pieces of mushrooms, tomatoes and pineapple. However, staff do not support children to count their pizza toppings or talk about quantities when they hand out slices of pizza. Children do not have consistent opportunities to deepen their knowledge of numbers or mathematical concepts.
• Staff promptly identify children that may need additional support. All children, including those with special educational needs and/or disabilities (SEND), make progress. Children enjoy positive relationships with caring staff that know them well. Parents know who their child's key person is. Staff work in collaboration with external professionals and parents. This ensures children achieve their next steps of development.
• Children recall past learning while playing with fairy houses. They look closely at the woodland animals and their homes that live with the fairies. Staff ask children, 'Who gathers up nuts for the winter?' Children remember which animal it is and say 'the squirrels'. They take turns and kindly share the animals with their friends. Children behave well. Staff ignite children's imagination with interesting questions. This enhances their creativity and furthers their knowledge about nature.
• Staff set up a bird hunt in the garden with binoculars and clipboards. Children tick off pictures of birds they see displayed outside. They talk about the reasons why they cannot find the chaffinch and comment, 'Maybe it has gone home to lay some eggs.' Children are highly motivated to join in, but not all children are able to participate. Staff do not plan for the number of children engaging in an adult-led activity. This means children cannot always follow their interests.
• Staff access a wide range of training and their well-being is high. The manager maintains close links with local schools and other settings children attend. This promotes consistency in children's learning and assists transitions between settings.

What the setting must and should do next

The provider should:

• plan and organise ways for children to count in their play to extend their knowledge of numbers and mathematical concepts
• review the organisation of adult-led activities to ensure all children can participate and follow their interests effectively.