St John's Preschool Playgroup

What is it like to attend this early years setting?

Children behave well at this pre-school and are polite. They develop strong bonds with staff and seek out familiar adults for comfort and reassurance. Staff teach children to recognise and manage their emotions. They help children to use sand timers when they need support as they learn to take turns. Staff are clear about their expectations for behaviour and ensure that children understand these. Children follow instructions when staff ask them to tidy up. They find a dustpan and brush and sweep up the spilt sand. Staff provide positive praise for children who listen well. They know children well and describe the progress they have made since attending the pre-school.

Children learn to become independent. Staff support them to get themselves dressed to go and play in the rain. Children enjoy practising their large-muscle skills as they jump in puddles. Staff teach children to balance as they guide them across balance beams. Children learn to keep themselves safe. Staff explain the risks associated with using woodworking tools, and children demonstrate they understand as they explain what may happen if they don't follow the rules. Children enjoy a range of sensory experiences. Staff provide a dark area and support children to use different lights and torches. This provides a calmer space for children who need it.

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

• Leaders understand what they want children to learn before they go to school. They share information with teachers at the local schools to help prepare older children for the transition. Leaders want children to become independent, make friends, and become confident communicators. Children show they are learning these skills as they feel confident to ask a visitor their name. They put on their coats to go outside and invite their friends to join them.
• Staff promote children's physical development. They teach children to use a pincer grip to pick up nails and gently tap them with a hammer. Children show high levels of concentration as they work hard to practise their hand-eye coordination. Younger children practise their small-muscle skills as staff teach them to insert pegs into peg boards to make a picture.
• Staff support children with their communication and language skills. They ask children a range of questions, which give them a chance to think critically. For example, staff ask questions beginning with 'how' and 'why'. Staff provide sufficient time for children to pause and reflect before responding.
• Children learn early mathematical skills. Younger children learn to differentiate between big and small objects. They enjoy identifying different-sized bears and describe them as 'mummy bear' and 'baby bear'. Older children learn to count how many of their friends are at pre-school today.
• Children with special educational needs and/or disabilities (SEND) make good progress. Staff work closely with external agencies to seek guidance and support. Staff use visual aids such as picture cards to help children understand what is happening next. Staff also use sign language to aid communication for children who are not yet able to speak. Leaders have high ambitions for children with SEND and expect them to participate in the daily routine with other children as much as possible.
• Staff have ongoing opportunities for professional development. They talk about recent training courses they have attended and the impact on their knowledge and practice. Leaders hold discussions with staff to review their well-being and workload. However, they have not yet embedded the monitoring and coaching of staff practice to ensure those who need additional support to improve the quality of their teaching receive it.
• Parents are happy with the care the staff provide. They say their children love to attend and always talk about the activities they have been doing. Parents say the staff are friendly and welcoming. They describe the pre-school as small and homely. However, when children first attend the setting, staff do not always share information about who their child's key person is. In addition, staff do not always inform newer parents about children's next steps or ideas on how to support learning at home.

What the setting must and should do next

The provider should:

• identify staff who require additional coaching and provide them with the support needed to deliver high-quality teaching
• improve information sharing with parents to include details of their child's key persons, next steps in learning and how they can further support learning at home.