St Philip's Pre-School

What is it like to attend this early years setting?

Parents and children are welcomed with a kind and friendly smile as they arrive each day. Staff foster warm and nurturing relationships with children. This helps them to feel safe and 'at home' in the pre-school. Children are actively involved in choosing which activities they want to take part in. They are so absorbed in their learning they are unaware when a visitor is present. Familiar routines such as circle time, and story-time help provide a settled experience in which children thrive.

Children play well together. For example, during a game, children take turns and wait patiently until it is their turn to throw the dice. They use mathematical knowledge they have learned as they count how many cards they have and recognise who has the most. Staff develop children's mathematical vocabulary by introducing terms, such as long and short.

Staff have a genuine care for every child. They model turn taking and have high expectations of children's behaviour and children respond well to these. Children learn how to be kind, considerate and well mannered. For example, they help each other to put their aprons on, and remind their friends to put the rubbish in the bin.

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

• The manager and staff know each child's needs well. Through home visits and settling-in sessions, staff start to build strong relationships with parents and children. Staff understand that some parents and children may feel anxious when they start, so each visit is tailored to the child's needs.
• Staff make sure the curriculum and teaching are engaging and appropriate for each child. Through effective observation and support staff extend children's learning of the curriculum effectively. They act promptly if they identify that any child, including those with special educational needs and/or disabilities (SEND), needs extra help from staff or other professionals. This means all children are able to make the best progress possible.
• Staff give emphasis to developing children's speaking and listening skills. The day is sprinkled with opportunities for children to listen to, and join in with stories, songs and rhymes. They readily recall names of the characters from their favourite books. Children demonstrate their growing love of books as they choose to sit and look through a book for their own pleasure.
• Children have plenty of opportunities to play outside in the pre-school garden. They also benefit from regular visits to places in the local community, where they benefit from fresh air and exercise. However, staff do not consistently plan these purposeful outdoor activities to maximise children's learning.
• Staff model how to use good manners, share and take turns. Children quickly respond by showing the desired behaviour themselves. Staff establish important routines, which show children what is expected and how to behave. They gently encourage children to develop their independence and self-care skills, for example, when putting on their own coats.
• Children engage positively during adult-led activities. For instance, a group of children eagerly work together to cover 'Pudsey Bear' with colourful tissue paper. Staff build on what children know and can do. They hold discussions with children about the colours and shapes they are creating. However, staff do not always give children the opportunity to revisit the activity, so that they can explore and develop their own creative ideas.
• Parents are unanimously positive about the staff team and about their children's experience in the pre-school. They welcome the home learning packs that they receive to help support children's learning at home. All parents appreciate the care staff provide and say that their children look forward to attending. Parents of children with SEND value the support they and their children receive.
• Staff are proud to work at the pre-school. They feel valued and work well as a team. The work environment is happy, and this reflects in the positive ways that staff and children interact with one another.

What the setting must and should do next

The provider should:

• place a sharper focus on planning purposeful outdoor activities to maximise children's learning
• provide more opportunities for children to develop and explore their own creative ideas.