St. Osmund's Preschool

What is it like to attend this early years setting?

Children arrive ready to learn at this welcoming and diverse pre-school. They demonstrate how safe and content they feel as they quickly settle to a good balance of adult-led and self-chosen activities. They enjoy using the varied range of resources indoors and outside which support their learning. For example, they play in the garden centre which has been created to encourage imaginative play. Children are well behaved and develop good social skills.

Staff have high expectations for all children, including those with special education needs and/or disabilities and those who are learning English as an additional language. For example, they use a programme to develop children's speaking and understanding skills. Staff implement a well-planned curriculum that enables children to make good progress from their starting points.

The pre-school stayed open during the COVID-19 pandemic in order to support vulnerable children. Those children that did not attend during lockdown were well supported by staff who sent activities home and put ideas for parents on the website. Staff also contacted families to see if they needed any practical help. Children's language development and emotional well-being suffered during this time and staff have been focusing on giving extra support in these areas to help children catch up.

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

• Staff know children very well which enables them to plan carefully for the next steps in each one's individual development. They form strong bonds with the children and use effective teaching methods to help each child achieve their potential. For example, they recognise which children live in flats without gardens and ensure that they have plenty of opportunities to play outside.
• Children are well behaved. They play happily with one another and talk confidently about how they should share and not snatch. Staff remind them of the rules, such as using walking feet, and discuss why this is important. At mealtimes, staff act as good role models, using good manners and encouraging children to do so too.
• Children develop good listening skills and engage well in activities. They listen carefully when staff shake the tambourine to attract their attention and enthusiastically follow the instruction to tidy up. They learn many independent skills, such as preparing their own snacks and hanging their coats on the fence when they get too hot playing outside.
• Many children are confident speakers who initiate conversations with each other and with adults. Staff support children's communication in a variety of effective ways. For example, two staff support those children who speak Polish at home by speaking to them in both Polish and English. However, although some staff have been trained to use sign language as an additional method to support children who need extra support with their language skills they are not currently doing so.
• The pre-school has been through a difficult period but the acting management team and the staff have worked hard to maintain standards and continue to support families and children. Managers and staff share the clear ethos of 'nurture, learn, grow'. They are keen to develop the provision further and, for example, have plans to further develop the outdoor area. Staff work well as a team and enjoy working at the pre-school.
• Children come from a diverse range of backgrounds. Staff seek information about these and ask parents to supply key words in their home languages to help children's developing language and understanding. There are some resources and activities that reflect diversity but opportunities for children to recognise and learn about their own cultures and those of others are not developed as fully as possible.
• Staff prioritise children's well-being. They teach them breathing exercises to help them feel calm and children willingly join in. Children also learn to reflect and think about the positive things that have happened. Children chant, 'We did good' before they leave for the day.

What the setting must and should do next

The provider should:

• build on the existing support for the communication skills of those with delayed speech and those who are learning English as an additional language to help them make even better progress
• provide more opportunities for children to learn about, and value, their own cultural backgrounds and those of others.