St Saviours Preschool

What is it like to attend this early years setting?

The early years setting provides children with an engaging curriculum that fosters their development and well-being. Children demonstrate good social skills, taking turns in board games and love getting involved in imaginative play that stimulates their creativity and vocabulary. Children have lots of ideas that they want to try. They mix mud, dirt, and sand to make a pretend drink. Children are confident asking for and requesting resources. They ask for water and paper, which they include in their ingredients, using scrunched-up paper as marshmallows. Children demonstrate good vocabulary, saying, 'You mix all of the ingredients together, then you can take a sip.'

The provider has improved the environment to establish defined areas that help children concentrate and focus on playful learning. Staff are attentive and responsive to children's needs, providing support and encouragement. For instance, they arrange for children to develop physical development through balancing, improving their core stability. Children enjoy challenging themselves to balance on narrow walkways and staff challenge them to move in different and interesting ways. Children follow instructions and respect the boundaries that staff provide them, fostering a safe and secure atmosphere. These expectations and rules contribute to an environment where children can learn, have fun, and play appropriately.

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

• The curriculum effectively supports children's development, enabling them to gain the confidence, skills, and knowledge needed for future learning. The provider focuses on promoting social skills, concentration, and emotional regulation. They ensure that children are well prepared for school, fostering their independence and resilience through interesting and age-appropriate experiences. For instance, they design activities to teach specific skills, such as using pincers and recognising colours, which enhance fine motor control and recall key information.
• The provider's curriculum is designed to give children the skills to apply what they learn in their play. For example, children learn and practise the fine motor skills needed for future writing skills. Children confidently to use these skills to write lines and shapes that have meaning to them as they take orders for the imaginary café that they have made. However, at times, staff do not fully support children's mathematical understanding, which limits some children's ability to explore mathematical ideas during their play.
• The provider evaluates teaching and learning accurately, identifying when children are concentrating and maintaining their interest. They arrange for staff to attend training and encourage staff to develop professionally. However, although the provider offers feedback to staff, these do not consistently lead to improvements. Because of this, some children occasionally do not benefit from effective teaching strategies.
• Staff accurately assess children's learning and development. They monitor children's progress and identify appropriate next steps for children that will help them make progress. They support children in managing their feelings and behaviour by seeking to understand their needs. Staff respond by introducing learning targets that support children to learn the skills they need to recognise their emotions and redirect their behaviour more appropriately. Children learn the social skills they need to make friends and how their actions impact others.
• Children demonstrate independence and resilience during snack time by pouring their drinks and spreading butter on crackers. When they encounter difficulties, staff provide support, using phrases like, 'Let's do it together,' while explaining how to hold tools. This gentle encouragement helps children maintain concentration and build confidence. Children use tongs to serve themselves fruit, further promoting self-sufficiency. The provider's approach ensures children develop the confidence to attempt tasks independently.
• The provider works collaboratively with parents to support children's development. They communicate any concerns about children's development and signpost parents to appropriate external agencies that can help. The provider ensures parents know about improvements their children make through regular communication and support. Parents receive guidance, which gives them the confidence to support their child's progress. This partnership effectively enhances children's development.

What the setting must and should do next

The provider should:

• improve the effectiveness of feedback to staff so they can implement continuous improvement to their teaching skills to children
• improve the teaching and learning of mathematics further so that children have the knowledge and confidence to use their mathematical knowledge in their play.