St Michael's Church Pre-School and Nursery

What is it like to attend this early years setting?

Staff create a warm, welcoming environment where children feel safe, happy and eager to learn. Children demonstrate a sense of belonging and security. They enthusiastically greet staff, and babies cuddle in for reassurance. Staff nurture children's confidence, which helps them thrive. All children make strong progress because the curriculum is inclusive and tailored to their individual needs. Staff provide a sensory room for children, which helps them to feel calm and regulate their emotions. Staff work closely with parents, taking time to learn about each child. They use this information to plan a curriculum that meets children's needs and interests. This helps children settle quickly, whether they are new to the nursery or moving between rooms.

Staff support children to play cooperatively and safely. They clearly explain the consequences of children's actions, such as how toy cars can cause injury if not used carefully. Staff promote children's independence by encouraging them to complete tasks themselves, such as serving themselves food. Older children show curiosity in the imagination room. Staff support their thinking skills as they build with blocks and experiment with magnets. Staff help all children to develop strong communication skills. Babies babble in response to staff. Toddlers use new vocabulary as staff narrate alongside them as they play. Older children express pride as they describe their dough creations and confidently introduce themselves to visitors.

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

• Leaders value their staff and support their ongoing professional development. They help new team members gain qualifications and provide strong mentoring. Staff have opportunities to lead on key areas such as cultural diversity. This builds their confidence and expertise. Staff feel motivated and committed to giving children the best learning experiences, and team morale is very positive. Staff observe each other's practice and share ideas with other nurseries to keep improving their practice to benefit children.
• Staff actively promote cultural diversity and celebrate children's unique backgrounds. They have established a partnership with a nursery in Sudan, sharing videos and experiences to broaden children's cultural awareness. Staff learn words in children's home languages from parents and use these key words with children to support their understanding. Staff share aspects of their culture, such as demonstrating traditional dances. This helps children to learn about cultures different than their own.
• Staff support children's communication and language development effectively through skilful interactions. In the toddler room, staff read stories to children, allowing them time to process and engage with the words and illustrations. Staff simplify language to aid children's understanding and promote their participation. Older children confidently express themselves. They discuss the activities and collaborate with peers, demonstrating well-developed communication skills. However, in the baby room, staff sometimes sing too fast and use words too quickly, which can make it harder for babies to understand and respond.
• Overall, staff prepare older children for school and future learning well. They plan small-group activities to enhance their thinking and listening skills, including memory games and letter sound recognition. However, group times are not as well organised as they could be. Some children join the groups late and the group size increases. This causes some children to lose focus and miss out on important learning opportunities.
• Staff's partnerships with parents are strong. Parents value the care and attention their children receive. Parents appreciate being welcomed inside the setting. This strengthens their involvement in their child's learning. Staff actively involve parents in enriching children's experiences. They plan visits from a parent's therapy dog to support children's well-being. Additionally, staff provide resources and information to families, such as for tooth brushing and potty training. Staff offer a food bank and children's 'coat swap' to support families with the cost of living. This collaborative approach ensures that children's needs are met through a shared and supportive approach.
• Staff provide strong support for children with special educational needs and/or disabilities. They promptly identify any developmental gaps through regular assessments. They collaborate with parents and external professionals to create tailored support plans. Staff use strategies such as sign language, enabling children to express their needs and understand others effectively. This inclusive approach ensures that all children receive the necessary support to achieve their learning goals.

What the setting must and should do next

The provider should:

• support staff to enhance interactions and give babies time to process and understand what is said to maximise their communication and language development.
• enhance the organisation of pre-school group times so all children remain engaged and children benefit fully from the learning experiences offered.