St James' Pre-School (Petts Wood)

What is it like to attend this early years setting?

Staff know the children and their families well and greet children warmly as they arrive at this pre-school. Children are eager to explore the learning environment and get involved in play. Staff use observations to plan effectively for children's learning. Children demonstrate that they feel safe and secure in their surroundings and with staff. For example, they snuggle into staff if they are tired or upset. Children enthusiastically invite staff to join in their play. For example, they play imaginatively at the construction area, organising the next call to fix leaks around the pre-school. Staff place an emphasis on children's emotional well-being. This helps children to settle and feel comfortable in the pre-school.

Staff plan a well-sequenced curriculum for all children, to address any gaps in their learning. Children from disadvantaged backgrounds and those who need support with their communication and language development make good progress from their starting points.

Staff are good role models and teach children to care for each other, share and take turns during play. Children understand the expectations of them and respond positively to staff members. Children behave well.

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

• Staff sequence the curriculum so that children can explore, practise and learn new skills. They frequently encourage children to recall previous learning, check children's understanding and help them learn more over time. For example, children excitedly remember the word 'cocoon' and what to feed them when looking at the caterpillars in the net. Staff expertly extend this knowledge later when explaining that the caterpillar is camouflaged to protect itself. Children show great pride in their new learning.
• Staff support children's language and communication skills. They model correct pronunciation and introduce new vocabulary. Children enjoy songs and rhymes and joining in with actions. However, staff often ask too many questions and in quick succession. They do not always observe children's play to ensure that questions are relevant and helpful to extend learning even further.
• Children thoroughly enjoy a range of activities inside and outside. They are keen to join in and they show excitement in their learning. Children keenly listen to instructions during a shopping game, eagerly taking turns. Staff support children during water play as they experiment how fast the water runs along the gully. Others test how fast the cars can roll down the ramp.
• Staff help children to develop a broad understanding of mathematical concepts. They assist children to count and understand individual numbers. For example, children excitedly match the correct number of trains at the numbered platform, explaining which has more carriages. Staff introduce vocabulary such as taller and tallest as children build towers with foam bricks. This teaching supports children's mathematical development.
• Overall, staff deployment is effective. Staff engage with children as they play and extend their learning. However, there are times when staff do not fully support all children. This is because, on occasion, staff are busy with routine activities, such as preparing for the next activity and focusing on their group of children and activity. When this happens, there are children who are not engaged in meaningful learning activities. This results in an unsettled learning environment.
• Staff teach children about healthy lifestyles. Staff talk with children about the benefits of eating fruit and vegetables at snack time. Staff promote the importance of keeping hydrated, especially on very hot days. Children develop an understanding of keeping healthy.
• Parents speak positively about the pre-school and staff. They say that their children enjoy attending and that the staff are kind and caring. Staff are good at creating a two-way flow of information with parents, where ideas to support learning at home are consistently shared.
• Staff work well as a team. Leaders support staff's well-being and ensure they feel appreciated. This helps them in fulfilling their roles and developing their practice. Staff attend training to improve their knowledge and skills further, to support better outcomes for children.

What the setting must and should do next

The provider should:

• develop knowledge of using effective questioning as a teaching strategy, to extend children's thinking, communication and language skills
• review staff deployment so children are better supported and engage well in their learning.