St John's Preschool

What is it like to attend this early years setting?

Leaders and staff place a strong emphasis on supporting children's emotional development, as a large proportion of children are new to the pre-school. This is further strengthened by staff who are nurturing and receptive to children's needs. Staff praise children when they tidy up at snack time and when they keep practising their skills. As a result, children have positive attitudes to learning and are ready for their next stage of development.

Leaders and staff plan an ambitious curriculum. They recognise that some children need a gradual approach to their learning, as they are settling in. Staff plan exciting experiences for children. For example, children explore the cause and effect of sensory objects, such as bubbles popping and stretching squishy toys. Staff encourage children to look at their features in a mirror, then mix paints to create self-portraits. Staff simplify these activities for younger children and children with special educational needs and/or disabilities (SEND). As a result, all children are progressing well in their prime areas of learning.

Staff adapt methods of communication for children who may face barriers to their learning, such as those who have limited language or speak English as an additional language. Staff learn key words in children's home languages and practise sign language with them. Children engage and respond to this well, repeating signs back to staff. As a result, all children are learning effective ways to communicate their needs and are progressing well in their language development.

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

• Leaders and staff identify children's needs and interests quickly through careful observation and assessment. Staff use this information to recognise what all children need to do next. Furthermore, they ensure that interactions are sequenced and meet the needs of all children. This means that gaps in children's learning are narrowing and they are making good progress across all areas of learning.
• Leaders place a strong focus on well-being and offer well-being check-ins for all staff. Staff talk about how they feel settled, nurtured and included in the pre-school. They are championed when they face challenges and are offered further training and new roles to help them to upskill their knowledge. This raises morale and supports staff personally and professionally. As a result, children benefit from strong, positive role models.
• Staff provide children with opportunities to visit local care homes to learn about their place in society. Children share pictures with the residents and sing songs with them. This means children are learning about the diversity of families and communities in their local area and what makes them unique.
• Staff support children to practise climbing, jumping and coordinating their movements in the spacious outdoor area. They excitedly run and climb to play on the slide. They pour liquids into measuring jugs and carefully pick up grains of rice and make 'nature pies'. As a result, children are developing their physical skills well.
• Staff support children to be resilient. This is because they give children every opportunity to be independent learners. Children are encouraged to take appropriate risks, consider others and try again when they play. Consequently, children are developing confidence and independence, ready for their next stage of learning.
• Parents speak highly of the pre-school, particularly how they feel supported and welcomed by staff and leaders. Staff build good relationships with parents and have strong links with local schools. Staff adapt communication methods to meet the needs of parents well. As a result, children benefit from a positive and respectful culture and feel safe and secure as they arrive at the pre-school.
• Leaders and staff build strong links with multi-agencies to meet the needs of children and families well. This helps to ensure that children receive any support they need in a timely manner. Staff access targeted safeguarding training to understand the diversity of the area and any issues that families face. This means all children are safeguarded effectively.
• Leaders have arrangements in place for the supervision of staff. However, these supervisions are not always sharply focused to ensure staff receive precise feedback about the quality of interactions with children. As a result, children do not benefit from the quality of education being raised even further.

What the setting must and should do next

The provider should:

• strengthen the arrangements for supervisions so that staff receive precise feedback on their practice, to raise the quality of education for children even further.