St Peter's Penguins Pre School

What is it like to attend this early years setting?

Children arrive eager to start their day at this friendly, nurturing pre-school. They separate easily from their parents and immediately settle to play. Children are happy and self-confident. They approach staff for reassurance and involve them in their play. There are well-established routines in place which children are clearly familiar with. For example, children stand still when they hear tambourines shaking and know that it is 'tidy-up time'.

Staff and children interact warmly with each other. They giggle together as they balance coloured balls on spoons and watch them splash in the water. Staff's enthusiasm entices children to join in with activities. For example, staff paddle and jump in puddles. Children rush over and join in the fun. Staff respond to children's spontaneous learning. For example, when children show an interest in letters of the alphabet, staff model how to write letters onto large sheets of paper.

Children positively immerse themselves in their play and learning. Activities quickly captivate their interest. For example, they show excitement as they help to make 'lava'. They marvel as they watch bubbles rise in liquid and say 'wow'. Children lead their own play. They play with toy polar bears and use construction bricks to make a house for them.

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

• Staff implement a well-sequenced and ambitious curriculum. It has a strong focus on supporting children to develop the skills they will need for the next stage in their learning. Planning embeds children's prime areas of development, and any gaps are quickly identified. The manager uses additional funding effectively to support children further.
• Children are very well looked after. Staff ensure children have a calm, nurturing start to their day. They prepare a nutritious breakfast and chat to children about their morning. Children 'click on their listening ears' and answer questions about the weather. They look out the window and say, 'It is very rainy today.' Staff attend to children's needs quickly. Nappy changes are respectful. Staff narrate what they are doing, which helps children to feel at ease.
• Children benefit from activities that help strengthen their muscles in preparation for early writing. Children use tweezers to pick up pom-poms and paint dabbers to trace around letters. They quickly show control in holding and pressing syringes to squirt coloured water.
• Children with special educational needs and/or disabilities are supported well. Staff are attentive to children's developing needs and demonstrate a good understanding of what best supports children's next steps. Staff use visual aids and simple sign language to support children's learning.
• Children's behaviour is good. They play calmly next to each other and show kindness. For example, children help each other to hang up their coats. Staff reinforce positive behaviour at every opportunity. They praise children and say, 'Well done,' and, 'That's amazing.' This helps to support children's self-esteem. Staff are consistent in encouraging good behaviour.
• Partnerships with parents are strong. Staff obtain meaningful information from parents about their children when they start. Flexible transition sessions allow children to settle into the pre-school in their own time. Parents value the friendly staff and say they are 'fantastic'.
• The manager is a strong leader. She evaluates the provision and demonstrates a clear vision for raising standards. She strives to reduce staff's workload to help them to maintain a good work-life balance. This contributes towards staff's positive energy. They report good levels of morale and enjoy working as part of a close team.
• Staff promote children's language and communication development. They sing a range of familiar songs and engage children in back-and-forth interactions. Children respond well to staff's questions. They confidently chat about their favourite colours and animals.
• Daily routines are not always managed effectively. For example, children wait for extended periods of time to wash their hands ready for snack time. As a result, children's learning time is not fully maximised.

What the setting must and should do next

The provider should:

• review and enhance the organisation of routines so that children's play and learning time are maximised.