St Mary's Pre-School (Northchurch) Ltd

What is it like to attend this early years setting?

Children enjoy their time at the pre-school. They form friendships with one another and happily involve others in their games. Children develop their imaginations as they play together. For instance, they pretend to make ice creams for their friends and the adults around them. The oldest children take staff's ice-cream orders. They remember these and recite them back to their friend confidently as they pretend to prepare the order.

Children have fun exploring outdoors. They develop their physical skills as they play. For instance, children fill containers with leaves and twigs. They lift the heavy containers up and carefully transfer the contents to a larger container. Children learn to take risks safely. They develop new skills, such as controlling their pace as they run down a hill. They feel safe doing this as they know staff are nearby to assist them if needed.

Children keenly participate in a variety of opportunities. A visiting teacher regularly attends to teach the children sign language. Children join in with familiar songs and use the signs they have learned as they sing. They demonstrate that they feel confident. This includes children who have recently started at the pre-school and those who speak English as an additional language. They stand up and sing in front of their friends and respond positively as staff praise them for this.

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

• Staff know the children well. They gather a range of useful information from parents before children start. They use this information to plan relevant activities for children. Staff identify appropriate next steps for children in their learning. They regularly discuss children's progress with one another. The dedicated team focuses training and development on the needs of the children. For instance, staff completed a county gold standard award during the COVID-19 pandemic. This helped them to reflect on the provision they offer and develop this even further.
• The manager and staff team have strong professional relationships with school staff. The manager works collaboratively with school staff to develop the learning environment outdoors. She holds discussions with them regarding children who attend the pre-school and the school nursery. For instance, they discuss the children's development and well-being. The manager attends transition meetings at the school to provide children and parents with a familiar face. This strong communication supports children to move smoothly on to the next stage in their learning.
• Parents are complimentary about the staff at the pre-school. They feel that their children are safe and happy in their care. Staff provide parents with suggestions to help support children at home. They hold discussions with parents regarding any issues that arise. The manager invites parents to visit the setting so that they can share stories with children. For example, parents of children who speak English as an additional language visit the setting and read stories in their native languages. The manager reads the story alongside this, building children's vocabulary and understanding of English.
• Staff differentiate activities to support children's various stages of learning and development. Children sit and focus at these activities well. For example, staff provide paper, pens and scissors. Younger children develop their cutting skills. They proudly share their achievements with those around them as they use the scissors correctly. Older children sit and concentrate as they draw pictures and write their names on their work. Children take an interest in what others are doing. Working together at the same table helps children to learn from one another and develop their own skills further.
• Staff encourage children to join in with tasks, such as tidying up the toys when it is time for snack. Some children participate. However, others are not yet following staff's instructions and guidance fully. This can lead to delays during transition times. For example, some children line up to return indoors when staff instruct them to. Others need further reminders and encouragement from staff. As a result, these transitions take longer than they could. This has an impact on the time that children have to participate in their learning during the session.

What the setting must and should do next

The provider should:

• support children to build on their ability to follow instructions and participate in tasks more fully, especially around transition times.