St Mary's Pre-School

What is it like to attend this early years setting?

Children thoroughly enjoy the time they spend in the pre-school. They arrive happily and are excited to see their friends. The manager and staff welcome families warmly. They chat enthusiastically with them about how they spent the recent holiday, and share information about children's time away from the pre-school. Children form close bonds with one another and the nurturing staff. They cuddle up to staff during frequent story sessions and seek them out for emotional support when tired.

Children are learning to become increasingly independent. Staff encourage them to put on their own coats before playing in the garden, and manage hygiene routines with minimal support. Children help themselves to a choice of healthy fruit for their snack. They tidy away cups and plates once they have finished. This prepares children well for the routines of school.

Children demonstrate high levels of confidence in the pre-school. Staff support this by encouraging children to complete age-appropriate tasks throughout the session. For example, children delight in working as a team to help staff set up the snack area. Staff promote children's self-esteem well. They consistently praise children's efforts and achievements in activities. Children proudly show off their artwork, which is displayed throughout the pre-school.

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

• Children with special educational needs and/or disabilities are well supported in the pre-school. They develop close bonds with their key staff, who demonstrate deep knowledge of children and their specific needs. Staff work closely with other professionals to ensure the environment and activities support children to make good progress.
• Staff sequence children's learning well. They plan activities aimed at supporting children's long-term progress. For example, children develop fine motor skills completing regular 'finger-gym' sessions using modelling dough. This supports their emerging writing skills in preparation for school.
• The newly established management team reflect well on all areas of their practice. They seek feedback from parents, staff, and other professionals. They use their findings to make well-informed changes to support children's ongoing development. For example, the pre-school has recently acquired additional funding to adapt cloakroom facilities. This supports children's growing independence in preparation for starting school.
• Staff establish strong relationships with families from the start. They gather detailed information about children's early experiences. This enables staff to support the development and well-being of all children. Parents are highly complimentary about staff and the care they provide. They value the regular communication they receive about children's progress. Parents appreciate the ideas staff offer to further support children's learning at home.
• Children develop a good understanding of cultures and ways of life beyond their own. Staff use age-appropriate methods to support children in developing a deep sense of pride in what makes them unique. For example, children are excited to discuss their different traditions and celebrations during group sessions.
• Children behave well in the pre-school and are learning to resolve conflict. When there are disputes over resources, staff intervene at appropriate times. They consistently use age-appropriate language to support children's understanding of the importance of taking turns.
• Management and staff have a good understanding of how children learn. They plan a variety of activities based on children's interests and learning needs. For example, staff support children's mathematical development in a water activity. Children delight at collecting ducks using fishing rods and identifying the numbers on them. However, staff do not consistently adapt activities to fully support the development of all children.
• Staff interact well with children during activities to support their development. For example, children are exploring what patterns and sequences are. Staff demonstrate this concept using tangible objects. They then encourage children to create their own patterns on paper. However, staff do not always allow children to explore learning opportunities beyond what they have planned.

What the setting must and should do next

The provider should:

• enhance methods of coaching and mentoring to enable staff to identify ways to improve their practice and deliver consistently high-quality teaching
• consistently allow children to develop and use their own ideas in adult-led activities.