St Marys Pre-School

What is it like to attend this early years setting?

Children are well cared for and make good progress at this inclusive pre-school. Children arrive happy, excited and eager to explore. Staff carefully plan the environment to allow for choice and meaningful learning opportunities. Children enjoy hunting for minibeasts in the garden, building intricate train tracks, and exploring the role-play area. Children remain highly engaged and motivated to learn with adult support. Staff know the children exceptionally well and model kind and supportive interactions that promote children's well-being. As a result, children feel safe and can confidently express themselves and show pride in their achievements.

Staff sensitively support children with special educational needs and/or disabilities (SEND) by creating sensory spaces and flexible routines that meet their needs. Children are supported to develop independence with toilet training, handwashing and dressing. Staff promote encouragement and praise through 'WOW' moment certificates and sticker charts. Group activities like circle time are planned well and encourage children to sing, take turns and use Makaton sign language. Staff know the importance of story time and make it engaging for children. Children squeal with delight during story time and are eager to find out what happens next.

Children benefit from an effective curriculum that is play based and aligns with children's interests and current experiences. For example, due to many families expecting a new baby, the role-play area has been turned into a baby clinic. This supports children experiencing change and expands children's knowledge about caring for babies.

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

• Children learn and play in an outdoor area that fully promotes children's physical development. Staff encourage children to work together to build an obstacle course. They lift equipment and demonstrate to each other how to move around the obstacle course. Children eagerly repeat their course and wait patiently for their turn. Children offer encouragement to their friends saying, 'you can do it' when they balance on stepping stones. Children learn to build resilience by trying again. Staff encourage children to 'put their arms out' to improve their balance and coordinations skills. As a result, children's gross motor skills are promoted very well.
• Management ensure pupil premium funding is used effectively. Children receive more one-to-one adult support and visits are funded. Managers and staff ensure children have a wide range of experiences from other professionals, such as dance teachers, football coaches and musicians. Children learn about different cultures through celebrations, such as Chinese New Year and Diwali. Children are given the opportunity to try traditional food, dress in saris and create diva lamps. This promotes a respectful mindset, helping children to appreciate different cultures in their wider community.
• Staff understand the importance of promoting children's good health and hygiene. They provide healthy snacks and fresh water for children. Children follow the routine to wash their hands after using the toilet, after messy play and before eating. Staff encourage and support families to provide healthy and nutritious food for their children through newsletters, conversations and displays.
• Children progress well with their fine motor skills and demonstrate they can write their name, use scissors and create insects from play dough. Maths skills are promoted well. Children count by rote to 10 using number lines and sing songs that promote counting. Managers have identified that the curriculum for maths is less ambitious for children, particularly in relation to supporting recognition of numerals. This aspect is not carefully planned for or fully implemented during staff interactions with the children.
• Staff use information from parents and carers, assessment and ongoing observations to identify starting points and next steps. Staff complete in depth progress checks at age two. This is repeated after a year to help identify any gaps or support needed. These are shared with parents/carers and other professionals if needed. Staff receive ongoing training to ensure they are effectively meeting the needs of children. All children, including those with SEND, make good progress in their learning as a result.
• Management and staff create strong partnerships with parents and carers. They feel welcomed and express there is a genuine love and care for their children. Staff have created 'All About Me' books for each child to share learning and progression with parents. Staff work well with outside professionals and agencies to support all children.

What the setting must and should do next

The provider should:

• build on the areas of maths where the curriculum is not as strong, so that children are gaining better opportunities to practise recognising numerals.