St Johns Pre School

What is it like to attend this early years setting?

Children return to the pre-school happily on the first day back from a short break. Staff provide plenty of cuddles and warm attention to children who need additional reassurance. Children benefit from visual cues to help them understand what is expected and to communicate their needs. Those who speak a language other than English at home quickly acquire English speaking skills. Children show that they feel safe and secure.

Staff are ambitious for children. They encourage children to manage their self-care and to make choices about what to do. Staff help children to understand the differing needs and abilities of others. For example, they organise shared song and dance visits with a pensioners' group. Staff explain to children what is expected of them and support children to acquire positive social skills. Children demonstrate that they understand the pre-school's routines.

Staff support children to value and share their backgrounds and languages. For example, children count in their home language during activities. Staff work closely with specialists to improve outcomes for children with special educational needs and/or disabilities. Children's moves to school are well planned. Children recognise their names as they self-register, wipe their noses and dispose of tissues without prompts and help to prepare tables for lunch. Children are prepared well for future learning.

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

• The manager and staff work together well. They understand the impact that the COVID-19 pandemic has had on children and their families. The manager makes effective use of additional funding to support children's engagement in learning. Staff regularly share information with parents and plan extended outings that help to widen the experiences of children and their families.
• Staff make accurate assessments of children's learning. This helps them to identify potential gaps in children's learning at an early stage. The special educational needs coordinator (SENCo) is knowledgeable about local referral procedures and knows how to access additional support and advice for children. Staff work well with parents and other professionals when gaps in children's learning persist.
• The manager provides staff with regular support and supervision. Staff complete training that helps to enhance their professional practice. Staff with allocated roles develop their subject knowledge. For example, they complete courses that help them to understand how best to develop children's speech and language. Staff show strong commitment to helping children make progress from their starting points in learning.
• Staff help children to behave well and interact with children in positive ways. Children who find it difficult to focus during activities have good alternatives and receive close attention from their key persons. Children listen to staff and follow their instructions. They show that they are becoming independent learners, and staff support them well in their chosen tasks.
• Staff teaching is effective. Children recognise and predict events of traditional stories. Staff use methods to help children's speaking skills, such as clapping rhythmically to the sound of their friends' names during group welcomes. Staff support children well when they disengage from group activities. Children recognise colours and numerals as they stack cups away from the larger group.
• Since the last inspection, the outdoor learning environment has been further developed. Children plant and dig in sand or soil and enjoy using wheeled toys. Children are less able to learn effectively outdoors during colder months. This limits the learning of children who learn best outdoors or who need more active play opportunities than those provided inside.
• Parents value the 'professionalism' of the staff and the patience and care that they show to children. Staff share information with those who will work with children at new schools. This helps school staff to understand how children learn best. Staff's communication with other settings that children attend, or have previously attended, is less effective.

What the setting must and should do next

The provider should:

• continue to enhance the curriculum for outdoors, so that staff plan challenging and ambitious outdoor learning experiences throughout the year
• strengthen communication about children's learning with all settings involved in their care.