St. Peters Pre-School

What is it like to attend this early years setting?

Children show they are happy and confident as they arrive at the pre-school. They are warmly welcomed by staff and show they know the expected routines of washing their hands prior to having circle time. Children have a good range of inviting learning experiences and activities, which are used well by staff to support children's learning. For example, as children play shop keepers, staff talk about healthy choices of food, which helps to support children's health and self-care. Children form good relationships with staff and each other. They behave well, and staff use effective methods to help children learn patience. For example, sand timers are used to indicate to children when it is time to swap turns with resources.

Staff have high expectations for children, and they plan and provide a range of activities to help them achieve. Staff skilfully respond to children's ideas and adapt activities to incorporate these to build on children's learning. For instance, as children talk with staff about numbers and volume, children start to discuss what is lighter and heavier, which is quickly followed up with exploration play using the measuring scales. Staff provide a rich language environment for the children. They successfully narrate what they are doing with the children and ask a good range of questions, which ignites children's communication and language.

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

• Staff plan activities based on themes that support and enhance the children's interests and development. Children have recently had fun learning about people who help us and incorporate this in their imaginative play. For example, children develop their physical development outdoors as they ride on bikes. During their play, they pretend to ride on fire engines and call out to their friends to help them to put the 'fire' out.
• Staff ensure children can access various materials and resources to extend their play and learning independently. However, staff do not always plan activities to stretch and challenge learning further, particularly for the oldest children, to enhance their thinking. Nevertheless, children make good progress and have fun in this child-centred and nurturing setting.
• Children are developing a good understanding of how to keep their body and teeth healthy. For example, staff communicate with children about the importance of eating healthily and maintaining good oral health routines. Children learn new techniques for brushing their teeth as they use toothpaste and brushes to clean the 'teeth' pictures. Staff support children to be physically active. Children develop their balancing and jumping skills as they work together to create obstacle courses with crates and tyres. Staff talk to the children about the effects the sun has on their bodies during play. They support them with gentle reminders to apply suncream, keep their hats on and drink plenty. This supports children's overall well-being.
• Children are happy, curious and engaged while at the pre-school. They have formed some good strong friendships and are often heard laughing together in play. Children are confident to speak up and call for staff as needed, especially if their peers are not maintaining the expected rules. Children benefit from consistent praise from staff and are keen to help to tidy away the toys, showing good independence.
• Parents comment positively about the staff, the progress their children have made and experiences that their children receive. They explain that they feel well involved and fully informed about their children's learning and progress. Parents receive regular communication regarding their children's learning and development through regular feedback, parent meetings and record keeping.
• Staff comment they feel well supported. Overall, they benefit from daily conversations with the management team. However, the ongoing coaching and mentoring of staff does not focus precisely on ensuring that routines are consistent, especially at snack time, so that staff receive clear feedback on their practice. Regardless of this, staff comment they receive a good amount of training and the management team are approachable and supportive of their well-being.

What the setting must and should do next

The provider should:

• plan consistent challenges for the most able children to extend their learning to the highest possible level
• strengthen methods of coaching and mentoring to ensure there is a fully consistent approach to promoting children's good health, especially at snack time.