St Luke's Pre-School

What is it like to attend this early years setting?

Children's interests are at the heart of staff practice. The manager and staff carefully plan and prepare the pre-school environment daily. They provide activities that target children's individual interests and learning needs. For example, every morning, children and staff enjoy group dance sessions. This supports children to start their day with a positive attitude to learning. As a result, children settle well and remain deeply engaged in exciting learning opportunities throughout their time at the pre-school.

The manager establishes a highly effective key-person system that supports all children to feel safe and secure. Children find comfort and reassurance in staff when tired, and they delight in showing off their artistic creations. Children with special educational needs and/or disabilities (SEND) are well supported in the pre-school. They develop particularly close bonds with nurturing one-to-one staff, who demonstrate a deep understanding of their specific needs.

Children are kind and behave well. They demonstrate empathy for one another, comforting their friends when hurt or upset. Staff have a consistent approach to supporting children's behaviour. They establish clear boundaries and provide children with strategies to support them in managing conflicts. As a result, children understand the need to take turns and are learning to resolve disputes independently.

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

• The manager and staff place a strong focus on developing children's language skills. They provide children with opportunities to engage in individual and group discussions. This supports children to become confident communicators. Staff enable children to learn new words and develop a wide vocabulary. For example, they encourage children to explore the 'crunchy' and 'shiny' papers in a craft activity. Children of all ages develop a love of stories. They independently explore a variety of books and act out their favourite ones using props and models of the characters.
• Parents speak highly of the experienced manager and nurturing staff. They comment on the close relationships children form with staff and how this supports them to enjoy their time at the pre-school. Parents of children with SEND are particularly complimentary about staff and the immense support they provide. Staff encourage parents to engage in children's learning. They provide exciting teaching opportunities for children to share at home. For example, children take home caterpillars to explore with their families. They document their growth and watch them turn into cocoons. Families then return them to pre-school and release them as butterflies.
• Staff monitor children's learning closely. This allows them to identify gaps in children's knowledge and plan learning opportunities to promote their development. For example, staff conduct daily outdoor play sessions. Small groups of children participate in planned activities that support their specific learning needs. However, staff do not always adapt their teaching to the same high standard. On occasion, their discussions and questions do not fully promote the learning of the most able children.
• Children are encouraged to be independent. Older children in particular take on additional responsibilities in the pre-school. At mealtimes, they sit at their own table and demonstrate good manners and appropriate behaviour. Children help staff to pour drinks and clear away plates and cutlery after eating. This prepares them well for the routines of school.
• The manager closely monitors staff performance and well-being. She conducts regular appraisals to identify additional training opportunities based on staff needs and interests. For example, staff who display a particular interest in the outdoor learning environment complete targeted training courses to further support their practice.
• Children explore other cultures and customs in age-appropriate and engaging ways. For example, children create foods from other countries out of modelling dough. They listen attentively to the songs staff sing in other languages and delight at clapping along to them.
• The manager and staff continuously evaluate the care they provide. They reflect well on all aspects of the provision, seeking feedback from parents, children and other professionals. They use this knowledge to make well-considered changes that support children's development and well-being. For example, recent adjustments to the morning routine mean that children separate from carers well and settle quickly into play.

What the setting must and should do next

The provider should:

• ensure staff consistently adapt their teaching during activities to further challenge the most able children.