St Matthews Pre-School

What is it like to attend this early years setting?

On arrival at this happy pre-school, children and parents receive a warm welcome from friendly and passionate staff. They ensure that children's emotional needs are well met and children quickly become absorbed in their play. Children demonstrate they feel safe in the nurturing environment and new starters identify their coat peg, as they hang up their belongings. Children are well behaved. They wait patiently to take turns, for example, at snack and group activities.

Children are supported to have a positive attitude to their learning and play. For example, staff model pre-writing skills through planned mark-making activities. They encourage children to try for themselves. This results in children copying and creating line drawings, shapes and self-portraits. These are displayed to the delight of the children on washing lines in the setting's art gallery. Staff praise the children's efforts and there is a shared sense of pride and achievement.

Children with special educational needs and/or disabilities (SEND) make good progress from their individual starting points. Experienced staff adapt activities using children's interests to enhance learning opportunities. Children benefit from time spent outside. They explore the large outdoor play spaces with confidence and independence. Parents appreciate the support staff give their children with regards to making healthy lifestyle choices.

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

• The setting supports children's emotional well-being effectively. For example, when they first start attending, information is gathered from parents to help staff establish each child's interests so that they can provide toys and resources which are familiar to them and help them settle. Designated time is also given to preparing children for the move on to school as they reach school age. This ensures that all children are ready for a smooth transition into their new settings.
• The setting supports staff to attend training courses. This helps them to develop their knowledge of how to support children with SEND. For example, as a result of training, staff effectively put into place appropriate interventions for children who have additional sensory needs or need support regulating their emotions.
• Children are supported to be independent. When staff ask them to wash their hands before eating, they do this willingly, establishing good hygiene routines. Children pour their own drink at snack time and older children count out the correct number of plates and cups for their friends. As a result, children are growing in confidence and developing healthy lifestyles.
• When children first start at the pre-school, the setting gathers information from parents to help them establish what the children can and cannot do. They use this information, along with assessments and observations of children's learning, to help identify children's next steps in learning. The key person then supports the children to progress in their development. This sometimes includes focusing on a specific aspect of learning for children with SEND. As a consequence, all children have a secure sense of belonging from which they can progress.
• The setting encourages a love of books and this contributes to children's understanding of the words they use. The setting has a clear approach when introducing vocabulary which is linked to topics. This includes using pictures as well as words when they are working with children with SEND. However, occasionally staff interactions with children limit the opportunity for them to think and respond during conversations. Additionally, there is not enough time for individual children to practise the correct pronunciation of words.
• The setting provides opportunities for the children to develop a sense of responsibility and to show positive behaviours. Children show kindness to each other when they play indoors and outdoors. For example, they wait for their turn to go down the slide and quickly tidy their toys away and calmly go to the carpet for group time. This helps children to forge friendships and respect for everyone in the setting.
• Parents appreciate the nurturing feel of the pre-school and the practical support given to them and their families. The setting puts on a variety of workshops throughout the year that the parents can attend. These are focused on how they can support their child's learning at home. Parents are extremely positive about the setting and say it is a safe place that is at the heart of the community.

What the setting must and should do next

The provider should:

• strengthen staff interactions to encourage them to help children think and respond during conversations.