St Mary's Preschool and Playscheme

What is it like to attend this early years setting?

Children flourish in this caring and supportive setting. The staff warmly welcomes each child upon arrival, creating an inviting atmosphere. Children are excited to begin their day and have plenty of choices, both indoors and outdoors as they explore alongside their friends. Those who need extra support receive comforting cuddles and reassurance from the kind and attentive staff. Children are happy, confident and feel safe. The leaders ensure that the curriculum is ambitious, motivating and challenging. Children make good progress in their learning, including those in receipt of additional funding.

Staff know the children very well and use ongoing assessments, observations and effective planning to support their learning. Children benefit from a diverse range of activities that cater to their interests and address their next steps in learning. For example, children eagerly pair up to engage in a throwing and catching activity using a large scoop, discussing various ways to catch the ball together. This promotes skills for teamwork, concentration and agility.

Staff have high expectations for children's behaviour. As part of the routine circle-time activity, they remind children about the rules at the start of the day. Older children recall these rules wonderfully and explain why it is important not to run inside and to tidy toys away after play. The staff demonstrate respect and manners in their interactions with the children, consistently praising them. This helps children develop high self-esteem and behave in a well-mannered way.

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

• Staff support children's communication and language skills effectively. During circle time, children gather to sing welcome songs, eagerly participating with familiar phrases and actions. The staff enthusiastically engage the children by discussing the weather and the days of the week, making the activity enjoyable and interactive. They read stories, model correct language and encourage conversations with the children about the characters.
• Children enjoy healthy snacks and meals, and they benefit from daily exercise in the garden. The outdoor activities are well organised, allowing children to have fun as they explore water and learn about capacity by filling and emptying containers. They also learn to climb the steps of a large climbing frame and slide down safely. Children have ample opportunities for physical exercise and plenty of fresh air.
• Overall, staff engage children in purposeful, planned activities for extended periods of time. They incorporate children's interests, such as playing with colourful dough. Staff model using a variety of shape cutters and textured rollers. Together, they create balls of different sizes, and children learn new vocabulary associated with size, such as 'tiny' and 'gigantic'. However, at times, staff do not notice when some children start to lose concentration. They do not effectively intervene to help these children regain focus and engagement in their learning.
• Children learn various skills that promote their independence. For instance, they confidently explore the pre-school and select the toys and activities they wish to use. Children can register themselves using their photos and name labels. However, staff occasionally take on too much responsibility for the children, which can hinder their development of self-help skills. For example, they complete tasks for children that they could do themselves. This does not fully promote their independence skills.
• The curriculum is well structured and builds on the knowledge and skills that children already have. Staff engage positively with the children, participating in their play activities to support their learning. For example, the children enjoy role playing a shopping experience, where they pretend to buy and pay for food. Staff enthusiastically join in, fostering the children's imagination by asking the children for money to complete their purchases.
• Parents appreciate the individual attention their child receives from the key person. A gradual settling-in process, including home visits, helps children adjust quickly to the pre-school environment. Strong partnerships with parents enhance communication about children's needs and achievements, and staff encourage parents to support and extend their child's learning at home.
• Leaders have implemented a strong system for supervising and supporting their staff. The staff receive valuable support for their ongoing professional development. Leaders also have a clear vision for continuous improvement. They engage with staff, parents, the local authority advisor, and children to plan for the future development of the setting.

What the setting must and should do next

The provider should:

• develop staff's skills further in recognising how to include all children in planned and small-group activities
• increase opportunities for children to manage simple routine tasks, to further support their independence skills.