St. Marys Preschool Playgroup

What is it like to attend this early years setting?

Children are happy to attend this friendly pre-school. They demonstrate that they feel settled and are safe and secure. Children increase their confidence as they explore the environment and make choices for themselves. They enjoy role-play activities, dressing up in a range of outfits and using props, such as tea pots and china cups to make 'tea'. Staff model good behaviour and support children to share popular items as they play alongside others. Children develop friendships and show that they have positive relationships with staff. They are happy to ask for help when needed. Children who are more confident are keen to approach the inspectors to share their experiences and what they know. All children enjoy joining in with the actions and words to familiar songs.

Children are familiar with the daily routines and follow instructions well. They all know what to do when staff say it is time for the 'daily mile'. Children find their coats and line up, ready to be counted, before going outdoors with staff to walk around the priest garden. Children benefit from the high priority staff give to supporting children's developing speech and language skills. Staff quickly identify where there are delays or concerns and manage these well. They seek support from other professionals when necessary.

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

• Since the last inspection, with support from the management committee, who has a good oversight of the pre-school, the manager and staff have worked hard to make effective changes. Staff have supervision meetings and continually monitor the environment. They receive regular feedback about their performance and reflect on their own practice. Staff complete training to further develop their understanding and enhance their knowledge.
• Staff morale is good. They report they are well supported and that their well-being is given high priority. Despite the challenges of the COVID-19 pandemic, staff state that they enjoy coming to work.
• Staff notice what children are interested in and what they like to do. They use these interests to help children to learn through play. Staff have a good understanding of what children can do and what they need to learn next.
• The environment is calm. However, staff sometimes allow some children to dominate their attention. This means that, on occasions, quieter or less-confident children have fewer opportunities to engage with staff and make choices.
• Partnerships with parents and carers are strong. Parents express their thoughts and comment positively on the pre-school and the activities available to their children. They value the information that staff share about their children and highlight the effective communication and support offered.
• Staff support children to become independent individuals. Children learn basic self-care skills, including the importance of good hygiene and how to put on their coats. Staff recognise when children are ready to start using the potty or toilet and work closely with parents to agree on a constant approach.
• Children are not always given notice of when activities need to change. This means that their play and learning is sometimes interrupted and they are not able to finish their chosen activities to their satisfaction.
• Staff, generally, have a strong understanding of children's home lives and individual needs. They take children on trips out into the local community, such as visiting a café and the library and going on a bus journey. However, some children have fewer opportunities to share aspects of their different languages, traditions and cultural practices from home.
• Children have many opportunities for physical play. They are eager to climb on the climbing frame and slide down the slope and enjoy using jumping sacks. Staff keep children safe and ensure that they are well supervised.
• Children develop skills in readiness for their future learning, such as their move on to school. Staff support children to recognise and write their own name, identify colours, and develop an awareness of numbers and counting. They help children to count out objects from a group and some children understand the meaning of numbers.

What the setting must and should do next

The provider should:

• support staff to ensure that all children have equally high-quality learning opportunities
• ensure staff minimise disruption to children's engagement in activities and give children the time to complete activities to their own satisfaction
• enable children to share more about the languages, traditions and cultural practices they experience at home.