St. Mark's Pre-School

What is it like to attend this early years setting?

Children arrive eager and keen to learn. They separate well from parents, as staff welcome them warmly and settle them into the pre-school. Children form close bonds with staff and show that they feel safe and secure in their care. Children respond positively to the warm interactions staff provide.

Children have access to good-quality educational experiences in the pre-school. They gain a wealth of useful skills that prepare them well for their move on to school. The manager and staff use children's interests, and their understanding of what children know and can do, to provide activities that engage children well. For example, children spend extended periods of time building a range of towers and ramps with large wooden blocks. Staff encourage them to explore the differently sized bricks they use and skilfully introduce mathematical ideas such as comparison and height.

Staff know what children need to learn next and quickly identify when they may need extra support. They make sure they provide an inclusive curriculum that is ambitious for all children in their care, particularly children with special educational needs and/or disabilities (SEND). All children are making good progress in their learning and development.

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

• Children with SEND are exceptionally well supported. Staff respond quickly to children's learning needs. They use information from observations to identify any gaps in learning. Leaders work very well with external agencies to ensure that children make good progress and can access the curriculum fully. They welcome advice and targeted training opportunities for staff, to help them deliver interventions such as 'bucket time' to children who would benefit most.
• Staff focus on children's early communication and language development, particularly for children with SEND. They talk with children and use gestures and signs to support their understanding. They use picture cards to help children understand what is happening next. Staff share signs with parents, so children can continue their learning at home.
• Children develop independence by choosing their own snacks and pouring their drinks. After they have eaten, they wash their cups and bowls before placing them on the rack to dry. Children follow instructions and put their toys away when asked. These skills will help prepare them for the next stage of their learning.
• Staff are good role models for children. They prioritise opportunities to teach children about their feelings and emotions. For example, as children spend time in the newly created calm area, they have the opportunity to think and reflect on what is happening around them. They snuggle in the cosy area listening to stories with staff, which helps them make connections with how they are feeling.
• Children have good opportunities to be physically active each day. They engage in regular yoga exercises to support them to be ready to learn. Children comment, 'This helps my sore back,' as they stretch and bend sideways like a 'rainbow'. Forest school sessions provide pre-school children with opportunities to learn about the world around them, and to develop stamina and their large-muscle skills.
• The manager places great importance on partnerships with parents and professionals. She has developed lots of ways of including parents in their children's learning. For example, parents are able to attend a Mother's Day open morning to gain an insight into their children's pre-school experience. Parents report positively on the care and support they and their children receive, especially for those who need a little extra helping hand.
• The manager is reflective of her provision and has a strong vision for the pre-school. Supervision and performance monitoring procedures ensure that teaching practice is regularly reviewed. Staff access training and professional development opportunities so they can continue to develop their knowledge and skills.
• Children have opportunities to play on their own and with their friends and to join larger group sessions during the day. Taking part in large-group activities helps children develop their personal and social skills, while learning from each other. However, some carpet sessions are quite long, and younger children struggle to maintain attention and focus as a result.

What the setting must and should do next

The provider should:

• ensure that the length of time for carpet sessions supports the youngest children effectively to have a positive impact on their continued learning and good progress.