St Catharine's Under Fives

What is it like to attend this early years setting?

Children are welcomed into the setting with their parents, who can choose to stay for a while or leave them after they have spoken to the child's key person. Staff deliver an effective curriculum, taking into account the different ages and stages of the children and their interests. This supports all areas of children's development. For example, children thoroughly enjoy listening to the story about the hungry caterpillar and do some creative activities linked to the story. In addition, staff show the children the caterpillars that they are watching grow and talk about cocoons being their houses before they change into a butterfly.

There is an effective key-person system that means staff know their key children well. They talk with confidence about what the children know and what they need to learn next to prepare them for the transition to school. Children show high levels of independence as they make choices in their play, wash their hands independently in the mobile sinks and help staff tidy away before lunch. Children behave well, and staff are good at noticing when younger children find it difficult to share or take turns. They immediately get down to the child's level and explain the expectations. They also use visual prompts, such as sand timers, to help children recognise when it is their turn.

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

• The committee and manager are responsible for staff recruitment and monitoring and evaluating the provision to make sure every child makes good progress. There are good systems in place to make sure new staff have a thorough induction, and all staff have regular supervision and well-being checks to make sure they have the skills and knowledge to fulfil their roles. For example, new staff undertake a course on the early years foundation stage framework to make sure they are up to date in their understanding.
• Staff place a high emphasis on children's communication and language and personal, social and emotional development. They are constantly promoting children's language skills, and with younger children, they use sign language to support them in being able to communicate their needs. Children love stories, and with the staff, they create their own story of 'Dear Zoo' on the wall, where they can lift flaps and see the different animals.
• Children with special educational needs and/or disabilities are well supported. The special educational needs coordinator works with other professionals, such as speech and language therapists, to make sure children have the correct support to help them make the best possible progress. She works closely with parents, and they report that their children are getting the 'best start' at the setting.
• Staff build positive relationships with parents. There are good systems to share information, and regular parents' meetings mean that they can share their child's progress at home and be involved in deciding what the child needs to learn next. Some parents have attended the stay-and-play sessions and feel the transition into the setting has been much smoother as a result. Parents feel that their children's key person knows them well and is getting them ready for the move to school.
• Children's mathematical skills are developing well. Staff encourage children to count in their play. They set challenges for the children to match shapes to a template, and children confidently talk about the different shapes, such as a pentagon.
• Staff make good use of the outdoor area in all weathers to support children's physical development. Children have good resources to develop their core muscles and larger movements. Children are encouraged to put on their outdoor suits and boots independently. This sometimes takes a long time, and children are missing opportunities to be involved in meaningful play.
• In general, the daily routines work well. Children show good levels of independence as they prepare for snack. However, they wait for a considerable time while staff are taking other children to the toilet or finishing tidying up. Some children lose focus and become distracted.

What the setting must and should do next

The provider should:

• improve transitions during snack times and when preparing to go outside to make sure that children are engaged in meaningful learning and not waiting for long periods.