St Lukes Pre-School

What is it like to attend this early years setting?

Children arrive at the pre-school with a big smile on their face and are happy to leave their parents. They are greeted at the door by friendly staff. This helps the children to feel safe and secure at the pre-school. Children move around the indoor and outdoor environment, independently making choices about where they would like to play. They squeal with delight in the outdoor area as they blow and chase bubbles. Children develop positive relationships with each other and the staff. They follow the rules and routines well and have extra support from staff when needed. Children know the high expectations required of them and, as a result, they behave well. This ensures the environment remains a calm place for children to learn.

Children's interests are planned for through play-based activities, which engages the children in their learning. Staff understand that the COVID-19 pandemic has had an impact on children's speaking and listening skills. As a result, children benefit from lots of stories, rhymes and songs to support their progress. Children develop their physical skills by engaging in activities such as stretch and grow, making marks on paper and using tools with the play dough. Children are encouraged to be independent by washing their hands and putting their coat on. These skills help to prepare them well for primary school.

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

• The manager and staff members recognise the impact of COVID-19 on the communication skills of the children. As a result, they have designed their curriculum intent around promoting high-quality interactions with the children. For example, they model language to the children and seek every opportunity to extend their vocabulary.
• The provision for children with special educational needs and/or disabilities is a strength of the pre-school. Staff are relentless in pursuing external agency support for the children, when needed. Staff work with health visitors, speech and language therapists and paediatricians to ensure that children make good progress against their personal targets.
• Staff know the children well and meet their individual learning needs by focusing on their interests, such as the trains or the zoo animals. As a result, the majority of the children are engaged in their learning.
• The curriculum is well developed and ambitious for most children. However, group-time sessions do not meet all of the children's needs. As a result, some children wander around the room. The impact of the curriculum for those children is limited.
• Staff have positive relationships with the children and promote high expectations of children's behaviour. Support is given when needed to help children to share. This results in a calm environment where children are happy and safe.
• Leaders know their families and the community well. They support the language development of the children who speak English as an additional language by including their home language within their teaching. However, staff provide limited opportunities for children to learn about other cultures, religions and faiths other than Christianity. This limits their understanding and appreciation of diversity.
• Parents speak highly of the pre-school and the support they receive from the staff. Parents value the regular communication they receive through face-to-face conversations and through the online app. They also welcome the guidance on how to support their children's learning at home.
• Hygiene practices are well embedded into the children's routines. They are confident to access the portable handwashing unit, squirting the soap, rubbing it into their hands and rinsing it off independently.
• Children are provided with healthy snacks and wholesome meals. However, staff do not help children to develop their self-care skills well enough. For example, children are not given appropriate cutlery to eat their lunch and often revert to using their fingers. Furthermore, staff do not have regular routines in place to support children's toilet training.

What the setting must and should do next

The provider should:

• ensure the curriculum meets the needs of all of the children at group times
• provide opportunities for the children to learn about different cultures, religions and faiths
• support children to develop further their self-care skills.