St Laurence Pre School

What is it like to attend this early years setting?

Children are happy and arrive at the pre-school eager to learn. Staff's interaction with children is warm, caring and nurturing. They are enthusiastic and praise children for their efforts, achievements, and positive behaviour. This has a positive impact on children's confidence and self-esteem, and their readiness for learning. Children are very well behaved and play together very well. Staff are good role models. Staff recognise the uniqueness of each child. They help children acquire the language to resolve issues themselves. For example, a child is supported by staff to express how he is feeling following an altercation. Policies and procedures are implemented well, which keeps children safe and supports their well-being. Routines are consistent and this helps children feel secure in what is happening next. For example, when staff ring the bell the children 'freeze' then sing a tidy-up song as they clear away the toys ready for group time. Staff provide children with a bright well-organised environment. A wide range of interesting activities are attractively laid out, which ignites children's curiosity and invites them to play and learn. Children move freely around the room and outside area to explore and develop their own ideas.

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

• The managers show a genuine enthusiasm and passion for their work with children. They evaluate the quality of the pre-school and recently identified that due to the COVID-19 pandemic, children may struggle to settle back into pre-school and recognised the importance of extending the settling-in sessions provided.
• Staff feel well supported by the provider and manager. They are provided with regular training and feedback on their practice. Staff's own interests and strengths are valued. The management team has assigned staff areas to develop within the setting and they each take turns in leading the day.
• Staff are aware of those children who speak English as an additional language. They know that these children do not always hear the English language spoken at home. Staff broaden children's experiences of hearing and using the English language in the pre-school. Children begin to speak confidently in English soon after they start at the pre-school.
• Staff use the curriculum to plan different opportunities for children, which link effectively to topics that children are learning about. For example, to develop their literacy skills, staff read stories and introduce the book 'Dear Zoo' in line with the current animal topic. Children enjoy listening to the story and eagerly repeat familiar phrases. In line with this topic, staff have also made a role-play zoo and children enjoy painting pictures of their favourite animals and making lion masks.
• Parents and carers are delighted with the setting and express how much their children enjoy attending. They speak highly of the staff and particularly value how much they have helped with the good progress children are making. Staff make good use of opportunities to involve parents and carers and the regular exchange of information keeps them up to date with what is happening at the setting.
• Most of the adult-led learning experiences, such as group times, are provided for children aged two to four years in one large group. This helps the older children as they prepare for school. However, at times, the younger children can become distracted and lose concentration.
• The pre-school has recently expanded to offer extra space for children accessing the government's Holiday Activities and Food (HAF) programme, which gives children access to free activities and healthy meals during the school holidays. Staff provide activities that promote good oral hygiene, such as using toothpaste and brushes to clean the 'lion's' teeth. One child said, 'if you don't clean your teeth you will get cavities.'
• Staff make the most of close link with the adjoining church and children enjoy regular visits and activities. Staff also celebrate some religious festivals. However, they do not always provide rich opportunities for children to learn about communities beyond their own.

What the setting must and should do next

The provider should:

• support staff to consider the abilities of children participating in group activities and to increase the support for younger children
• help children to have a deeper understanding of communities beyond their own.