St Michael's Pre-School

What is it like to attend this early years setting?

On arrival at the setting, children demonstrate a secure bond with familiar adults and show a real sense of belonging. Children thrive in a caring, relaxed and calm environment where staff are extremely responsive to their individual needs, wants and interests. Children are happy, inquisitive and highly motivated learners. They confidently explore all of the activities on offer and are fascinated by them. Younger children squeal in delight as they play 'peek-a-boo' in a dark den, and older children are fascinated by the pretend spiders they find hidden in a cotton-wool web.

Children's developing personalities are cherished and they are supported to be confident, respectful towards others and express themselves. A language-rich environment supports children to express themselves, their voices are valued, and staff follow children's lead. They effectively question, pause and allow children time to respond and then extend children's vocabulary in their response. Children's growing independence is nurtured in the setting, and they are encouraged to be independent and make their own choices. For example, they serve themselves drinks, snack and choose parts of their lunch. Children demonstrate enjoyment at interactions with staff and seek out familiar adults to share experiences. They also regularly check in and seek comfort before returning to their play. Children listen to stories with wonder and awe, and they are able to recite parts of the story and take part in the associated actions.

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

• Staff have a fantastic knowledge of their key children and how best to support them to make exemplary progress. They use a wide variety of teaching methods to support children and encourage interactions. For example, they model language and use sign language. Staff use effective questioning, narrate children's play and introduce new words.
• Parent partnerships are highly effective. The setting communicates with parents and shares information and ideas about how the parents can support their children's learning at home. This creates an effective and joined-up approach between home and the setting.
• The setting goes above and beyond to support all children, including those with special educational needs and/or disabilities, to make excellent progress. They attend relevant training to enhance their knowledge of how best to support children, and liaise with professionals to share information.
• Extensive training opportunities for staff ensure their knowledge is up to date and relevant. This enables them to provide the best possible care and education to all children.
• Staff's mental and emotional well-being is prioritised by the setting. Excellent support is provided for all staff on an individual basis, and the management team take time to listen and establish how best to support the staff. Children benefit from a nurturing, positive and caring environment.
• Leaders have a clear vision for the setting and strive to continually improve. A carefully planned and implemented curriculum, which is cascaded down and understood by all staff, ensures all children are supported to achieve their full potential.