St John's Pre-School

What is it like to attend this early years setting?

Children are greeted warmly on arrival and settle well into this welcoming pre-school. The new staff team is building positive relationships with the children and families. Children's emotional well-being is high, and they show that they feel safe and secure. For example, they are confident to speak to the inspector and explain what they are doing. Children have access to an outdoor area where they enjoy using larger equipment and bikes. Children are increasingly confident to carry out self-care tasks, such as putting on painting aprons and washing their hands before snacks.

The setting provides a wide range of opportunities for children to explore, create and be curious. Children are motivated to learn, with older children keen to share what they know with other children. For example, explaining how to cut and curl a member of staff's hair in the 'hairdressers'. Children are well behaved; they understand the ebb and flow of the day, which helps them to feel safe. Children are polite and kind to one another.

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

• Staff use what they know about children's interests to plan for their learning. Although, on occasions, staff do not adapt their teaching to take into account the changing needs of children and group dynamics. This means learning intentions are not always fully met to support children's learning to the highest level at all times.
• Children receive high levels of praise and encouragement from staff. They beam in delight when they receive a 'high 5'. This successfully fosters the children's confidence and self-esteem.
• The manager is very aware of the setting's strengths and areas of development. She is in the process of agreeing the final plans for a new outdoor area, and additional training for staff to support their acquisition of new knowledge and skills. For example, to enhance the mathematics curriculum. Staff's well-being is a key priority for the setting.
• Children enjoy exploring the outdoor area. They gain climbing skills as they clamber over large equipment; they learn to balance as they walk along benches and stepping stones, and learn to ride bikes. Outdoor play, on occasion, lacks direction and does not take into consideration the needs of those children who learn best outdoors.
• Staff are skilled communicators who model the correct use of language. For example, when a child refers to a dinosaur as a 'stegga', staff sensitively remind them that it is a 'stegosaurus'. Staff use effective questioning techniques which encourage children to predict what will happen next. Staff also act out words such as 'time' to extend the children's vocabulary.
• Staff are supportive of children with special educational needs and/or disabilities. They work with other agencies to ensure children receive the right support. Staff build on children's interests and create activities around this to help them gain new skills and knowledge.
• Children thoroughly enjoy sensory and messy activities. Toddlers happily play with dough, moulding it into different shapes, and draw patterns in rice and pasta. Older children attempt to make marks and sound out letters, which helps them to develop pre-reading skills. Children are becoming adept at using a range of tools, such as pincers, to pick up the pasta; they use various beakers to pour and fill containers.
• Children learn about the world through life events, such as: The Queen's Platinum Jubilee; holidays, and the birth of siblings. Staff help children to learn about the different cultures of children attending the setting. For example, learning key words in their home language. This helps prepare the children for life in modern Britain.
• Children learn about the importance of healthy lifestyles and good oral health. Staff work with parents to promote healthy packed lunches, drinks, and snacks.
• Parents are complimentary about the staff. They comment on their commitment to the children and the positive progress that their children are making because of being here.

What the setting must and should do next

The provider should:

• help staff to consider the impact of group sizes and changes in children's needs during activities, and adapt their teaching to ensure learning intentions are fully met
• support staff in ensuring that those children who prefer to learn outdoors have daily opportunities to develop their knowledge and skills in their preferred learning environment.