The Good Shepherd Pre-School

What is it like to attend this early years setting?

Children are welcomed warmly by friendly and engaging staff. They quickly settle into the inviting and safe environment and find an activity of their choosing. Staff help children to construct 3D models from magnetic tiles. They discuss with children if they want to construct 2D or 3D shapes. Staff demonstrate how to construct as children create models and talk about shapes during their play.

Children work together harmoniously as they develop their imaginative skills. They create drinks in the mud kitchen. They watch intently as they pour muddy liquid into a mug, exclaiming, 'I've made hot chocolate!' Staff help children to think about what they could add. Children select herbs, using their senses to smell and touch them. They add them to their concoctions.

Staff help children to practise their small-muscle skills as they dip paintbrushes into paint and make marks on paper. Staff talk to the children about what they have created. Children learn to handle tools and manipulate play dough. They use their developing muscle skills to squash and mould the play dough into shapes. Staff plan activities that help children to think about initial and rhyming sounds in words. Children answer excitedly and are given praise and encouragement as they identify words that sound the same.

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

• The manager and her staff team create a curriculum that prepares children for the next stage of their education and is relevant to the children's interests. They carefully consider how to group children to ensure that the experiences they deliver are appropriate for individual children's stage of development.
• Staff praise positive behaviour warmly and encourage and support children as they play. Children understand that they can approach a staff member if they need comfort and a cuddle. They are respectful and kind to their friends. For example, they ask politely if they could share the resources. However, staff do not always help children to understand why rules and boundaries exist when children forget. This means children do not always develop their knowledge of expected behaviour.
• Children make transitions in their routines. They are familiar with the routines of the day and staff help them to understand what is happening now and next. However, at times, they wait for long periods during these transitions. For example, before snack is served, children start to lose focus and become bored and restless. Therefore, learning is not always effective during these times.
• Parents comment positively about the 'inspiring and supportive' staff team. They receive regular daily updates on their children's progress, and staff give them help and advice on supporting children's development in the home environment.
• Parents comment that they feel their children are making good progress at pre-school, particularly with their speech and language skills.
• Children benefit from experiences outdoors in the large, inviting garden and woodland area. Staff teach children about nature outdoors. Children build their knowledge of natural habitats and animals that live in the wooded area. Staff help children to learn about how to grow vegetables and fruit. They recycle their food waste into compost bins and learn about the importance of sustainability.
• Staff help children to understand about the importance of healthy diets and where food comes from. Fresh fruit and milk is available at snack times and staff talk about how eating healthy foods 'makes you strong'. The manager ensures that children are given appropriate activities to help them understand about caring for their teeth, and staff support parents to promote their child's oral hygiene at home.
• The experienced manager ensures that staff well-being is given high priority through regular supervisions. The long-standing and dedicated staff comment that they feel happy in their roles and their workload is manageable. The manager ensures that staff have regular training that helps them to understand their roles and responsibilities. She liaises with other settings in the local area to share best practice and ensures that her own training and development is relevant and up to date.

What the setting must and should do next

The provider should:

• support staff to help children understand how their behaviour affects others and why rules and boundaries are in place
• review the management of routines to ease transitions and waiting times to help maintain children's focus.