St Anthony's Pre school

What is it like to attend this early years setting?

Leaders have designed a well-thought-out curriculum that is tailored to meet the individual needs of all children. Leaders have considered ways to communicate this effectively with staff so that they are aware of what they want children to learn during their time at pre-school. For instance, leaders display words that they want staff to introduce to children during their daily activities. This prompts staff to regularly use these words in order to build on children's vocabulary. Additionally, staff teach children Makaton signs, which helps them to learn different ways to communicate their needs.

Children are happy and engaged at pre-school and they show a good attitude to learning. They freely explore their learning environment with curiosity and confidence. Staff successfully support children in their chosen activities. For example, when children choose to play with the play dough, staff support them to share it with their friends. This helps children to develop their social skills.

Staff support children to learn about how to look after themselves. For instance, they talk about healthy eating during snack times. Staff ensure that children wash their hands before they eat. They also encourage children to think about what foods are good for them. Children join in with conversations and share their own thoughts and ideas. This helps children to develop an understanding of how to take care of their own bodies.

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

• Leaders demonstrate a good understanding of the requirements of registration. However, they have not notified Ofsted of a reportable incident. Leaders have improved their understanding of what needs to be notified, therefore, Ofsted will not be taking further action in relation to this breach.
• Leaders ensure that communication with parents is effective, so that they are fully informed about their child's daily routines and progress. For example, leaders have a visual display board which shows parents what children have been learning. Parents say this prompts conversations at home with their children about their day at pre-school. Staff also give parents ideas for how they can build on their child's development at home, which provides children with consistent support.
• Staff all report that they enjoy working at the setting and receive effective support in their professional development. This includes regular meetings, and observations on their practice. Leaders recognise strengths in the quality of education, and give staff ideas for how they can enhance their practice further. This enables staff to continue to develop their teaching skills.
• Staff know their key children well and they closely monitor their progress. This enables staff to quickly identify when children are not making the expected progress. Leaders and staff are prompt to respond in order to ensure that children receive appropriate support.
• Staff encourage children to join in with the daily routines, such as tidy up time. However, this is not always well implemented. This results in some children actively joining in while others continue to play. This does not fully enable children to develop an understanding of how they are expected to behave.
• Overall, children are happy and engaged. They enjoy their time at pre-school and engage confidently with staff. Staff support new children to settle with lots of comfort and reassurance. They gather appropriate information from parents, which helps them to know how they can help children to adjust to pre-school, such as singing them their favourite songs or reading them a familiar story. This helps children to build bonds with staff.
• Staff support children to take appropriate risks. For instance, when children engage in risky play, staff talk to them about how to use the equipment safely and encourage them to think about how they can keep themselves safe. This helps children to develop an understanding of how to manage risks.
• Children benefit from opportunities to develop their physical skills. For example, staff encourage children to pick up porridge between their fingers and sprinkle it. This helps children to strengthen their small muscles.
• Staff follow children's interests to build on their mathematical knowledge. For instance, when children talk about things being 'bigger', staff extend this by encouraging children to compare different sizes and weights. This helps children to develop their understanding of mathematical concepts.

What the setting must and should do next

The provider should:

• review and improve daily routines, such as tidy up time, to enable all children to know what is expected of them.