The Pre-School at St Joe's Ltd

What is it like to attend this early years setting?

Children run for cuddles from staff who have developed warm relationships with them. They arrive happy and ready to learn, skilfully hanging bags and coats on named pegs. Staff use their knowledge of children to plan meaningful learning experiences for them. As a result, children are incredibly independent in their learning. They play in the home corner, stating, 'It is a café,' inviting adults to sit for tea. They use their imagination to mix ingredients, saying, 'It needs salt and flour,' before serving their guests.

Staff are inventive. They provide a variety of experiences that build children's confidence outdoors. Children learn to climb on a large wooden train to go on a journey. They build dens and use expert balancing skills on bridges made of planks and tyres. Children play hide and seek, squealing and laughing when they find each other. They say, 'Where are you?' and, 'I found you,' to interact with each other throughout their games.

Children show self-control and are guided by staff to learn respect for others. They share resources and negotiate during games, saying, 'You hide first.' Children learn to understand their identity and celebrate people who are important to them. They talk about loving mummy and daddy while creating Valentine's Day crafts.

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

• Staff plan a balanced curriculum for children across all areas of learning. Children instinctively use numeracy and literacy skills in their play. They count to 10 while playing games and count out food items at lunchtime. Children use descriptive language as they discuss blueberries and feta cheese and talk about eating a healthy lunch. They sit quietly reading books after lunch, retelling stories by repeating words and phrases.
• Teaching is good. Staff model language and use visual prompts to support children's communication. Children point to pictures to indicate what they want and say thank you by using gestures. They use their imagination to draw pictures and say, 'I am drawing a rainbow,' as they proudly show off their creations. Children blow bubbles and talk about their shapes during adult-led activities. However, staff miss opportunities to extend children's learning further by allowing them to do things for themselves.
• Children learn about the wider world and festivals such as Diwali and St Patrick's Day. They excitedly dress up and dance while listening to new music. Children use their creative skills to paint pictures and make lanterns, naming the colours and textures. In spring, children plant flowers and herbs in the garden and learn to water them while watching them grow.
• Staff work in partnership with parents and external agencies to support children with special educational needs and/or disabilities. Tailored support plans and interventions enable children to reach their full potential. Children who speak English as an additional language make good progress in their communication skills.
• Children make excellent transitions from the setting to school. Staff support children to develop their independence and social skills that enable them to prepare for school. Additionally, staff build professional relationships with local schools to ensure transitions for children are well managed. Teachers meet children and discuss their development with staff before transition.
• Staff generally support children to regulate their behaviour. Children share resources and play cooperatively, showing self-control and tolerance of each other. Occasionally, staff do not notice unwanted behaviour, meaning children do not always have the support to understand their emotions.
• Parent partnerships are strong and securely embedded in the setting. Parents are seen as partners in their children's learning. They are informed about their children's achievements and given strategies to extend these at home. Children make good progress because learning is a continuous process for them.
• Leaders access a range of training opportunities for the staff to build on what they already know. For example, staff attend regular safeguarding briefings to strengthen their knowledge in this area. They learn how to support children's communication skills during sing-and-sign lessons. As a result, children make good progress in their language development.

What the setting must and should do next

The provider should:

• support staff to help children learn how to manage and understand their emotions more effectively
• strengthen teaching strategies that allow children to practise doing things for themselves to extend their learning further.