St Barnabas Pre-School

What is it like to attend this early years setting?

Children arrive happily and settle quickly with the support of kind, caring staff. They build strong bonds with staff and seek them out for comfort when needed. Staff teach children to identify their feelings which supports their social and emotional development. For example, children tell staff if they are 'upset', and staff support them sensitively. Children take turns and share resources. For example, they pass instruments to other children during group activities so they all have an opportunity to play each one.

Children are independent. They put on their own coats and shoes, and older children manage their own self-care. Staff praise children effectively to encourage them to persevere with zips and buttons, supporting them only when necessary. This builds children's confidence and self-esteem and helps prepare them for school.

Children take turns and listen intently to stories and rhymes. They get plenty of fresh air and exercise to help keep them fit and healthy. Staff use books creatively to help children develop their language. For example, children re-enact parts of the book, 'The Three Billy Goats Gruff,' using props. They say the goat is 'below the bridge' and 'above the bridge'. Children are safe and secure and enjoy their time at the pre-school.

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

• The curriculum is well designed and implemented. Assessment is robust to quickly identify any gaps in children's learning and steps put in place to close them. This ensures all children make good progress from their starting points.
• Children learn new vocabulary to develop their communication skills. For example, staff tell children they have created a 'marble effect' with the play dough and explain what that is. Children repeat these words as they continue to play.
• Children benefit from regular one-to-one time with staff to help them to reach the next steps in their development. For example, staff use the 'picture exchange communication system' to support children with special educational needs and/or disabilities (SEND) to communicate their needs to others.
• Children enjoy a variety of fine motor activities. This builds their muscles for early writing and enables them to express themselves creatively. For example, they squeeze the triggers on water bottles and use paintbrushes to paint the fence outside.
• Children enjoy a wide range of stories, rhymes and books to develop their language skills. For example, children join in with the words and actions at song time.
• Children learn about the world around them. For example, they learn how to call for help in an emergency and pretend to be firefighters. Staff support their role-play with enthusiasm, pretending to answer the phone when children call for the 'fire brigade'.
• The special educational needs and/or disabilities coordinator ensures that all children with SEND receive the support they need to help them make good progress. She works with staff, parents and external agencies to identify children's individual needs and put in place any interventions needed.
• Staff receive regular coaching, mentoring and training to support them to fulfil their roles and responsibilities. The manager organises staff training to meet the needs of the children who attend. For example, she identifies that children need support to develop their language skills after the COVID-19 pandemic.
• Staff model kindness and show respect for the children and their colleagues. They remind children to say 'please' and thank you' to help them learn appropriate manners and behaviour.
• Staff use cue cards to help children with transitions from one activity to another. However, some children find these times particularly challenging and do not always receive appropriate support from staff to help keep them focused. At times, this negatively impacts on their behaviour.
• Parents report that they feel well informed about their children's progress. They describe staff as 'amazing', and value the effort made to consider their children's individual needs when planning activities and organising the provision.

What the setting must and should do next

The provider should:

• review the organisation of transitions throughout the day to support all children to remain focused and engaged.