St John’s Under 5’s Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children show how they feel safe and secure at this welcoming pre-school as they have fun in their play. They sit on the carpet and say good morning to their friends and staff.

Children receive praise for their good behaviour and 'good sitting'. They vote for the story they want to hear by posting their name card into the relevant box. Children show their knowledge of colour as they name the red bird and the yellow duck in the book.

They sing well-known nursery rhymes, count and use signs and words to say 'thank you'. The curriculum enhances children's early literacy, communication and mathematical skills. Children mak...e good progress from their starting pointsStaff are aware of the impact the COVID-19 pandemic has had on children's personal, social and emotional development.

They know that children have been at home with their parents and had very little or no social interaction with their peers. Staff encourage children to play with others through adult modelling and warm and nurturing guidance. Through this supported interaction, children show how they have learned to make good friendships and interact confidently with staff and their peers.

Staff support children incredibly well to have the skills they need for their move on to school when the time comes. They have high expectations for children's learning.

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

Staff gather information from parents to understand the learning experiences children receive at home.

They know that some children have fewer opportunities to get out and about in their local community. Staff take children to the local park and library. They visit the nearby supermarket where children choose the fruit they would like to eat for their snack.

Staff support children to use the self-scan checkout service and pay for the items. They provide experiences for children that help to broaden their knowledge of the world around them.Children with special educational needs and/or disabilities (SEND) receive good support.

The SEND coordinator works closely with parents and other professionals. Children receive any extra help they need, so they can progress well in their learning.Children hang up their coats on arrival.

They get their own plate and cup before sitting at the table with their friends. Children choose whether they would like to drink water or milk. They enjoy rice cakes, banana and strawberries for their morning snack.

Children say 'thank you' to staff as they leave the table, showing their good manners. Staff support children's early independence and social skills well.The manager is aware of her own and staff's strengths.

However, supervision arrangements have not been routinely carried out to identify where staff need further support and guidance, to fully extend children's learning experiences.Children show a 'can-do' attitude to their learning and development. They drag wheeled toys up the grassy mound with determination.

Children sit on the bike and ride down the slope. When they fall off halfway down, they get up and get back on the bike. Children smile when they reach the bottom of the hill, showing pride in their achievement.

They step onto and over wooden logs and climb in trees with staff nearby for support. Children learn how to take risks, engage in new experiences, and learn by trial and error.Children enjoy manipulating play dough.

They squeeze the mixture and use a range of tools to make marks and create shapes. However, staff ask children to tidy away their creations before they take part in adult-led daily routines. This does not allow children to return to their play and continue to explore their ideas and learning over an extended period.

Staff support children who speak English as an additional language and those who are bilingual very well. They know the language that children speak at home and try to learn a few key words. Children show the progress they make in their speaking skills as they confidently name small-world animals when asked by staff.

They also use words in English and their home language in the same sentence.The manager and staff keep their mandatory training up to date. For instance, they complete paediatric first-aid and child protection courses.

However, they have not pursued professional development opportunities further to drive outcomes for children even higher.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff have a secure understanding of the possible signs and symptoms of abuse.

They have a good knowledge of a range of safeguarding issues, such as female genital mutilation and the risk to children from extreme views and behaviour. The manager, who is also the designated safeguarding lead officer, understands her responsibility to report any concerns to the relevant agencies. She knows how to report any allegations about an adult or child to the local authority designated officer and Ofsted.

Staff closely supervise children and make sure that they are always within sight and hearing. Children play in a safe environment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: put arrangements in place for the supervision of all staff and provide support and coaching that further promote the interest of all children review the daily routine to allow children to return to their self-chosen play ideas after adult-led activities nexplore training opportunities to enhance professional development that benefits children further.