St Bartholomew's Pre-School

What is it like to attend this early years setting?

Children thoroughly enjoy their time at this nurturing pre-school. The experienced staff team is kind and warm. There is a real sense of a family community. Parents are welcomed into the pre-school, and partnership working is a great strength. Staff calmly settle children into the routines of the day. Staff share vital information with parents at handover. Leaders introduce a graduated and tailored settling in that focuses on the whole family unit. Staff are extremely supportive and approachable. As a result, it is evident children and families feel happy, safe and secure.

Staff follow the children's ideas. Work is clearly that of the children. Staff encourage them to express their opinions and creativity. Staff regularly praise children, and children proudly showcase their hard work. Staff offer guidance and role model techniques as they cut and stick different media onto paper plates. Children relish the sense of achievement with tricky tasks, such as squeezing the glue pot and using scissors. This helps to build the children's self-esteem and confidence.

Staff support children to share and take turns. They encourage children to work together to build towers with plastic bricks. Staff support children to resolve minor conflicts and help them understand the impact they have on the feelings of others. As a result, children are forming friendships and being prepared well for their future.

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

• Leaders and staff have a clear understanding of what they want children to learn during their time at pre-school. There is a rich and varied curriculum that gives children the essential knowledge they need to prepare them for their next stage in learning. All children make good progress from their various starting points.
• Children enjoy being part of the on-site school community. They share the school hall at mealtimes and fondly greet their older friends as they sit together to eat. Children enjoy a varied and balanced diet. Children demonstrate good table manners. However, sometimes, staff complete tasks that the children could try for themselves. For example, staff open their lunch boxes, cut up their food and clear their plates. This means children do not get the opportunity to practise these important skills for themselves.
• Leaders are passionate about providing support and equal opportunities for all children. Staff use accurate assessment and observations to identify early gaps in children's knowledge. They make timely referrals to other professionals if they are needed. They work closely with parents, the local authority, schools and other professionals to get the early and ongoing support children might need.
• Children are confident to ask for help and ask questions. Staff are attentive, kind and respond with appropriate support. Staff encourage children to problem-solve and find the answers themselves. Staff give children lots of time and opportunity to think and respond to any questions. As a result, children are extending their knowledge and understanding in a range of areas.
• Staff feel very well supported in their roles. Leaders ensure staff well-being is a priority. Staff say the whole team is supportive and respectful. Leaders regularly monitor staff's practice through peer observation and supervision. They provide constructive feedback to help improve the overall quality of care and education children receive.
• Staff support children's communication and language well. Children show a love for books. They reach for them independently and turn the pages. Staff introduce words such as 'palaeontologist' when reading a story about dinosaurs. They clearly explain the definition of any new words so that children gain a solid understanding of their meaning. Consequently, children hear and use a rich and varied vocabulary.
• Parents are extremely happy with the care and education their children receive. They describe the staff as 'amazing'. They say their children feel part of the family and staff treat children as their own. They say staff 'go above and beyond' to reassure and offer support during settling in and challenging times. These strong relationships support the links between home and pre-school.

What the setting must and should do next

The provider should:

• support children's independence even further, particularly around tasks children can complete for themselves at mealtimes.