St John's Pre School And Nursery

What is it like to attend this early years setting?

Children are happy and thoroughly enjoy spending time at this warm and well-organised setting. A key aim for staff is to provide a home-from-home nurturing and stimulating learning environment. Children's smiles show that they feel happy and safe. The setting benefits from a consistent team of staff, some of whom have worked together for many years. Staff form close relationships with children and show genuine care for them. Staff take time to get to know each child and their families well.

Children leave their parents and carers confidently at the door. They settle quickly at their chosen activities. Staff plan these based on children's likes and current interests. For example, babies explore farm vehicles and animals. Staff help them to develop their small physical movements as they move the animals into the farm building. Staff encourage children to make the animal sounds, which supports their early language development. Older children enjoy using their imaginations as they build with construction toys.

Staff are attentive and good role models for children. They have high expectations and a consistent approach to how children behave. Children understand these expectations and demonstrate care and respect for each other. Children make good progress from their starting points and develop positive attitudes to learning.

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

• Staff create a curriculum that is well sequenced and supports children to continually practise and build on their knowledge and skills. Staff understand how to adapt activities to make them increasingly challenging over time. They monitor children's progress closely so that they are able to support children to reach their developmental milestones.
• The manager is dedicated to her role and strives for quality and continual improvement in the setting. She is quick to make any procedural changes identified, such as updating policies. The manager carries out regular supervision meetings to consider staff's professional development, and staff's well-being is given high priority. Overall, staff deliver good-quality learning experiences for children and interact well with them. However, there are some inconsistencies in the quality of staff's practice and how they support children. The manager recognises the need to monitor staff practice even more precisely to develop their skills even further.
• Staff gather valuable information during verbal handovers with parents. They also share daily details via an online application. This includes updates on children's developmental progress and photographs of them engaged in activities. This effective two-way communication helps to build strong and lasting relationships between families and the staff. Additionally, the regular sharing of information about songs, books and activities helps parents to continue children's learning at home.
• Mealtimes are sociable occasions. Staff support children and talk to them while they eat. Children are learning to be independent. They butter their own crackers and add cheese at snack time, and begin to feed themselves from an early age. Staff praise their efforts and prompt the use of 'please' and 'thank you' where needed. As a result, children are learning good table manners and they look forward to meal and snack times.
• Staff use a wide range of strategies to enhance children's communication and language. For example, they speak clearly to children and introduce new vocabulary as children play. Whole-group and singing times are used well to support children to put actions to words. A strong focus for children is developing a love of books and stories. Children of all ages self-select books to look at independently. During group story time, children are fully absorbed and listen intently as the experienced staff read with enthusiasm. Staff skilfully make the story time interactive when required, which further maintains children's interest.
• Children are physically active. They enjoy daily outdoor play in the setting's garden and in the local community. Staff encourage children to take age-appropriate risks, such as balancing on beams, and staff are thrilled when children achieve their goal. Children learn about healthy lifestyles and understand the consistent routines for handwashing and having regular drinks of water to keep hydrated.

What the setting must and should do next

The provider should:

• sharpen the arrangements for monitoring staff practice, to provide more-focused support for less-experienced or less-confident staff to enhance their teaching skills even further.