St John's Pre-school, Merrow

What is it like to attend this early years setting?

Children of all ages demonstrate that they are settled in this friendly pre-school. They are excited to arrive and are greeted warmly by enthusiastic staff. Children quickly access a range of activities in the room. They form bonds with the staff and happily share news about their day. This strong attachment helps children build the confidence and emotional security necessary to fully embrace the learning opportunities on offer. Children behave well and learn to be kind, polite and responsible. Staff are good role models who address any minor issues gently and effectively, reinforcing 'kind hands' and 'listening ears' as needed.

The staff are a strong team, who work well together and support each other when needed. They provide the setting with a 'homely' feel, which parents also notice and comment about. Staff ensure they give children choices, including whether they want to play indoors or outdoors, when they would like their snack, and what music and action rhymes they would like to listen and dance to. This promotes children's self-esteem and helps them to feel valued at the nursery.

Children are fully engaged in the learning opportunities throughout the morning. They busy themselves as they confidently lead their own role play in the home area or construction work with elastic bands. Children make good progress in all areas, and they enjoy their learning. They learn to listen to adults and heed what they say. Older children enthusiastically recount what they have done and which books they have enjoyed. Children who need additional consideration for their learning or well-being are particularly well supported.

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

• Children have a positive attitude to learning. They are interested in the activities available and work collaboratively. For example, when the train track breaks apart, children keep trying until they manage to join it back into a loop for the train. They discuss what they need to do and how to rotate pieces of track to fit the spaces. This supports their confidence and problem-solving skills.
• Staff understand each child's needs and work closely with families. Children who speak English as an additional language and children with special educational needs and/or disabilities receive strong support. Staff quickly address any developmental concerns and collaborate with parents, carers and professionals to implement targeted support. The manager ensures any additional funding for children is used responsibly to have the most impact on their learning. Children make good progress from their starting points.
• Children develop good skills to help prepare them for school. From a young age, they learn to take responsibility and to manage tasks independently, such as learning how to navigate the steps to access the outside area. They serve themselves at snack time and learn to change their clothing and footwear to go outside. Staff help children to develop confidence and resilience through their encouragement.
• Staff encourage children to persevere during activities, such as learning to clean their teeth. Children engage for extended periods while squeezing toothpaste onto brushes to clean enormous teeth. They learn to use various tools and are introduced to ambitious vocabulary, such as 'plaque', 'dentist' and 'hygiene'. Children thrive on the positive praise they receive when they clean the icing sugar plaque off the tooth. However, there are times when activities are not organised effectively, such as kicking footballs, which can prevent some children from fully participating and learning the intended skills.
• Partnerships with parents are strong. Parents share extremely positive feedback regarding the setting, including how staff go above and beyond to meet children's needs and keep them involved and updated continually. Staff successfully help parents understand the transition process as children move through the setting and on into school.
• Through ongoing training and staff meetings, the manager ensures staff have a good understanding of their safeguarding roles, responsibilities and the correct procedures to follow in the event of any concerns about a child or adult. They maintain safe and secure environments for children. The manager supports staff's professional development through regular supervision meetings and the use of online training materials.
• Staff provide children with important life skills. Through play, children learn about healthy lifestyles, personal hygiene and how to care for their teeth. Staff are excellent role models, teaching children respect and how to express their feelings. Children demonstrate wonderful manners, politely asking for help or for a turn.

What the setting must and should do next

The provider should:

• improve planning to promote all children's learning and achievement during adult-led activities.