St Giles and St John Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are eager to come to nursery and happily leave their parents. The staff provide a warm welcome and help the children change into their slippers that they wear inside.

Children are supported to be independent, hanging up their coats and finding their names to self-register. Children quickly engage in a wide range of activities of their choosing. For example, children play together in the home corner or access the array of natural materials on the carpet, displaying positive attitudes to learning.

Staff are kind and approachable, and they praise the children and encourage high levels of self-esteem, which builds... children's confidence. Staff provide a calm, purposeful environment, and children benefit from a consistent approach. The children know the routine of the day and staff's behaviour expectations.

For example, children get ready to eat their breakfast, choose their cereal and feed themselves independently. Leaders are ambitious, and the staff team has high expectations of children. All staff have a good overview of the curriculum and have effective systems in place to monitor children's progress.

Children are offered a language-rich environment. Staff are good role models, and they support children to learn new words. Children develop their language skills through a range of opportunities such as songs, rhymes and role play.

Children are confident communicators. Any gaps in children's learning are quickly identified. Children with special educational needs and/or disabilities (SEND) have individualised support, and their progress is shared with parents.

Leaders work closely with other professionals to support children's development, and in turn, children make good progress and parents feel supported.

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

Staff plan and offer a broad range of activities and experiences based on children's interests and needs. Children's identity and sense of belonging have high priority.

Children see themselves in the learning environment. There are family photos in the home corner, self-portraits on display and a range of well-chosen books. Children demonstrate excellent links between home and their learning in the setting.

Children's developing communication and language skills are supported well by staff. The language-rich learning environment helps children develop their vocabulary during their play, which helps to build on children's understanding. During a walk to watch the trains at the level crossing, staff introduced new words and encouraged children to notice and name fruit and vegetables in the local shop.

Older, more-experienced children are eager to ask questions and talk about what they see or hear. However, staff do not always make sure that the younger children are included in the learning, particularly at group time.Leaders provide effective training for staff.

They ensure that training is appropriate and linked to the needs of the children. This has included support for children with SEND and safeguarding training. Regular team discussions and training take place to identify next steps for children and developments for the learning environment.

Staff are supported by leaders, and they feel their well-being is taken account of.Children make good progress in their mathematical development. They build with large blocks, thread beads following a repeated pattern, make predictions and use problem-solving skills to complete a puzzle.

The staff use every opportunity to develop children's mathematical language, such as saying 'first' and 'next'. Children confidently use mathematical language independently. For example, as part of his play, one child says, 'Five, four, three, two, one, blast off.'

Children relish their time at nursery. They are inquisitive and curious in their learning. They are fascinated by their topic of 'space', and older children can name many of the planets.

Children's imaginative skills are encouraged. They independently choose clothes to dress up in and then take on a role. For example, two children held hands, saying, 'We're going to the castle.'

Children are encouraged to be physically active. They take part in singing and movement sessions, led by a member of staff. The children go out every day and have access to an outside area.

Children are confident movers.Parents cannot praise the setting highly enough, and many children have siblings that have attended over the years. One parent commented, 'They can't do any more for us.'

They feel supported and have good relationships with the staff team. Parents know who their child's key person is and feel that regular progress meetings support them to help their child at home. They have confidence in their child's safety at the setting.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop staff's understanding of how to support younger or less-experienced children's learning, particularly during group time.