Val Robinson Childcare, St. John's Preschool

What is it like to attend this early years setting?

Staff provide a safe and welcoming environment. There is an established key-person system, which supports children to settle and ensures that their individual needs are met. Children form close bonds with staff, which nurtures their sense of security. Children confidently interact with others and make choices about their play. Children with special educational needs and/or disabilities (SEND) and those experiencing deprivation are very well supported. Leaders work closely with parents and other professionals to create effective plans for children. They ensure staff are well trained and use additional funding effectively to provide extra support and resources. As a result, all children access high quality learning experiences and make good progress from their starting points.

Staff have high expectations for children. They model respectful attitudes and provide consistent reminders about rules and boundaries. This helps children to understand expectations and they behave well. The curriculum is ambitious and helps to prepare children for their next stages in learning. This includes a strong focus on developing children's independence and managing their own personal care needs, which prepares them well for starting school. Staff plan activities based on children's interests and recent assessments. Therefore, learning experiences are engaging and ignite children's enthusiasm for learning. For instance, staff recognise children's enjoyment in pretending to be hairdressers and set up a role play area, to further support this interest and children's communication and social skills.

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

• Children have lots of interesting opportunities to develop their mathematical knowledge. For example, they explore shapes and sizes as they construct with magnetic tiles and learn about larger numbers as they measure the height of their friends. Staff use skilful questioning to further extend children's thinking, such as, considering how to make items less heavy or how many objects are needed to fill a container. This helps children to become confident problem solvers.
• The support for children's speech and language is generally good. Staff comment, sing and converse with children throughout the day. They identify children who need help to develop their communication and provide specialised activities to boost their language skills. However, staff do not always remind children not to shout out during discussions or to lower their voices when they become excited. Therefore, at times the noise levels in the setting are high, which makes it harder for some children to hear or be heard.
• Overall, staff promote children's early literacy skills well. Children have lots of playful opportunities to develop the muscles needed for early writing and they enjoy making marks. Older children learn to hold pencils correctly and some can write their own names. Books are readily available, and staff read to children individually and in groups. However, they do not consider how to engage those children who are not interested in books. Therefore, some children miss out on the rich language and learning opportunities that books provide.
• Staff value the diversity of the families which use the setting. They provide resources that reflect different communities and celebrate various festivals and cultural events. Children who speak English as an additional language are well supported. Staff take the time to learn key words in their home languages and translate information for parents. Staff also introduce children to the wider community and people who help us. For example, staff arrange visits from fire fighters and a dental nurse. These diverse experiences encourage children to respect others and to value their own uniqueness.
• Staff are very good role models and teach children important social skills, such as using good manners and waiting for their turn. They are quick to recognise and praise children's efforts and achievements, which boosts children's self-esteem and inspires them to behave well. This is reflected in children's kind and thoughtful actions towards others. For instance, older children willingly share resources when playing with their friends.
• Partnerships with parents are a strength. Staff ensure parents are kept up to date about their children's progress and suggest ideas to further support learning at home. Parents comment on staff's kindness and genuine affection, which enables their children to thrive. They describe how their children have progressed in 'leaps and bounds' since joining the setting.

What the setting must and should do next

The provider should:

• help staff to reduce noise levels which may impact on children's ability to hear and be heard
• support staff to further enhance the use of stories and books throughout the setting, to foster all children's interest in books and reading.