St Margaret's Pre-School (Olton) CIO

What is it like to attend this early years setting?

The manager and staff team work hard to provide an interesting and stimulating environment for the children in their care. Children are eager to arrive and enthusiastically get involved in play with their peers. Staff ensure that all children receive a warm welcome. When children struggle to separate from their parents, staff provide nurturing support that meets their individual needs. Staff prioritise children's emotional well-being across the setting. They skilfully utilise cosy areas and dens as they support children to settle and become calm. Throughout the day, staff enable children to make independent choices about the experiences they engage in and the resources they use in their play.

Children behave well. Staff support them to understand about emotions and being kind to their friends. For example, they skilfully enable children to use timers in order to take turns. Children respond positively to staff and to their peers. Staff listen to children about what they find interesting and would like to learn. They incorporate this into their planning, which supports children to focus and enjoy the learning. Staff make connections between experiences to build on what children already know and can do. For example, children have the opportunity to plant, paint and share books about sunflowers.

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

• The manager and staff team have developed a broad and balanced curriculum. Children make good progress from their starting points across all seven areas of learning. Staff use careful observations of children to plan well for their learning and development. Their intentions for children's learning are clear. Staff deploy themselves effectively to ensure children are engaged and focused on their chosen activities.
• The manager and deputy are reflective and exceptionally supportive. Staff report that they feel valued and respected. Managers involve staff in decision-making and developing the provision for children. The staff team work well together and communicate highly effectively. This impacts positively on the day-to-day running of the setting.
• The experienced special needs coordinator (SENCo) supports staff to identify any concerns about children's development. She works in strong partnership with parents and other professionals. This ensures that children receive appropriate support promptly, thus helping them to make the best possible progress. The SENCo works closely with schools to ensure a smooth transition for children with special educational needs and/or disabilities.
• Children enjoy active play. They have constant access to the outdoor learning environment throughout the day. Staff are enthusiastic about supporting children's outdoor learning opportunities. They encourage children to develop their own ideas as they lift and shift equipment. This also helps children to develop their strength and stamina.
• Staff role model turn taking and extend children's vocabulary through play. They take time to share books and stories in small groups when children request this. However, staff do not place emphasis on routinely leading and encouraging singing, rhythm and rhyme during the day. This prevents further development of children's communication skills and opportunities for them to make more rapid progress.
• Staff skilfully support children to develop their independence. A calm and unhurried approach to self-care enables children to persevere with tasks. Staff offer helpful cues and just the right amount of support. Children competently get themselves ready for outdoor play by putting on their wet weather gear independently.
• Staff recognise and respond to children's joy in their learning. They support children to engage in collaborative play and praise their turn taking and sharing. For example, staff narrate children's play as they spend time focusing on designing and building tall structures using magnetic blocks. Children are delighted with their creations and are extremely keen to capture images using the digital cameras.
• Parents are thrilled with the setting. They comment on the nurturing relationships that staff develop with their children. Parents feel well informed and involved in their children's learning and development. They particularly like the home library, and the activities that they can extend at home. Parents appreciate the opportunity to talk to their child's key person during informative parents' evenings.

What the setting must and should do next

The provider should:

• review and strengthen opportunities for singing, rhythm and rhyme in order to further support children's communication and language development.