St Francis Pre-School

What is it like to attend this early years setting?

Children have access to a wide variety of planned activities, indoors and outdoors. This keeps them motivated to play and learn. Children, including those who have recently joined this pre-school, have developed warm and trusting relationships with all the staff team. This is evident, for example, when children approach staff for spontaneous cuddles and reassurance. Staff work hard to make children feel safe and emotionally secure. During group time, children enjoy listening to stories and singing action songs. This helps to build on and extend children's vocabulary. Children count from one to 10 and beyond with increasing confidence. They gain good mathematical skills.

Children play happily and are learning to share. For example, during a planned activity, they wait patiently for their turn to mix flour and water together. Staff communicate their high expectations and challenge children's thinking by asking them thought-provoking questions such as, 'If the dough is too sticky, what do you think we need to do?' Children respond enthusiastically and share their interesting ideas with staff. These learning experiences enable children to clarify or extend their thinking.

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

• The provider plans an ambitious, broad and rich curriculum which is well understood by the staff. For example, they work together to implement a play-based approach to develop children's literacy skills. This includes encouraging children to make sense of visual and verbal signs to develop their early awareness of phonics.
• The provider has recently reviewed the systems for assessing children's learning to ensure that this is even more rigorous. As a result, children, including those who are disadvantaged, make rapid progress from their starting points. This also applies to children for whom the provider has concerns about their development. For example, children who had limited vocabulary are now able to express themselves using words.
• Staff play with children and engage them in meaningful conversations. However, they have not fully considered how to support all children, specifically those who are reluctant to join in or are very able. This means some children do not gain as much as others from all the learning experiences.
• Staff promote children's interest in outdoor play. They plan activities that help to encourage children's creativity and imagination. Children show good levels of curiosity as they play, for example, with sand or in the role-play area.
• Staff are clear and consistent about how they expect children to behave. This is particularly evident when they remind children to use the ride-on toys safely. Children respond positively and navigate their way around the outdoor environment with great success.
• Staff are good at sharing information with parents about their children's learning and achievements. Parents agree that communication is good and speak highly of staff, who they find welcoming and approachable. They particularly praise how staff nurture new children and those who need additional support. However, staff do not yet provide parents with ideas about how they can support children's learning at home. The provider agrees that this is an area for further development and has started to take action. However, this is still in its infancy.
• Staff feel supported in their roles and responsibilities. They have opportunities to develop their knowledge and skills. For example, recent training has enhanced staff's attachments with the children, which has a positive impact on the children's emotional well-being.
• Children are independent learners. They choose from a variety of fruit at snack time and keep themselves hydrated throughout the day. Children also wash their hands regularly to prevent the spread of infectious illnesses and germs. This helps to promote their good health.
• The provider makes the most of the information gained from self-evaluation to raise the quality of the provision. For example, she has improved how they support children who speak English as an additional language. They use words in children's home languages to help them feel welcomed and valued.

What the setting must and should do next

The provider should:

• further strengthen staff's engagement with children, particularly those who are reluctant to join in and very able children
• continue to work with parents to further support their children's learning at home.