St Paul's Pre-School

What is it like to attend this early years setting?

Children confidently enter the pre-school and separate from their parents with ease. They know the routine, putting their slippers on and finding their names to put in the registration box. Staff help children to settle and place a strong focus on their happiness. Children learn well as staff provide an ambitious curriculum and an environment that is inviting. Staff use every opportunity to develop children's learning.

Children explore the pre-school room and freely access the activities staff provide. They express an interest in nature as they observe the tadpoles in the tank and watch the squirrels running around the garden. Children show an awareness of the world around them during make-believe play, where they discuss whether princesses have dogs and some children share they have seen the Queen with dogs.

Children have many opportunities to develop their physical skills. Older children enjoy playing with the hula hoops. They concentrate as they twist their bodies to try to keep the hoops off the ground. Younger children enjoy playing with the plastic moulds in the outside sandpit.

Staff have high expectations for behaviour, and children understand the rules and boundaries. Children are kind and courteous towards their friends and staff. All children make good progress from their starting points.

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

• Since the last inspection, the owner/manager has made improvements to the pre-school. They have completed training around safe recruitment practices to help develop their knowledge of employment procedures. The owner/manager has developed the policies to ensure that they meet requirements.
• The owner/manager has a clear vision for the setting, and staff work well together. Staff report that their well-being is good, and they know and understand their roles.
• Staff display children's next steps on the board in the playroom. They share these with parents to enable them to continue learning at home. Staff review these regularly to ensure that they continue to meet the children's needs.
• Staff provide activities and resources to challenge children to think and explore. For example, children concentrate and work cooperatively together to build their wooden castle. They persevere and problem-solve when they have to create space for a door. They smile with satisfaction when they finish their model.
• Staff encourage children to wash their hands before food and after visiting the toilet. Children talk about why they wash their hands, saying they are 'dirty and have germs'. Staff encourage children to blow their noses and put the tissues in the bin. This helps children to learn about the importance of leading healthy lifestyles.
• Staff read books to the children, showing lots of expression and anticipation as they read. Children also share books with their friends and sit contentedly in the role-play area telling their stories. This helps to develop their confidence and literacy skills.
• Partnership with parents is good. Staff provide regular updates at the end of the day. Parents value the newsletters they receive and the information on the online platform.
• The owner/manager has formed close relationships with the local schools. This helps to support children with transitions. Staff also work in partnership with other settings children attend. This helps to develop a shared approach to children's care and learning.
• Children's communication and language are generally well developed. Staff spontaneously sing with the children. However, they do not provide consistent support for children to learn how to pronounce words correctly. This does not help children learn the right way to speak.
• Staff interact well with the children. They show an interest and take an active part in the children's make-believe play. Staff extend children's language with effective questioning. This encourages children to recall past experiences.

What the setting must and should do next

The provider should:

• enhance the support provided to children to pronounce words correctly, to fully extend their communication and language development.