St Luke’s Pre-School Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The management and staff team has worked hard since the last inspection to make improvements to the quality of children's care and learning. Management has identified a clear curriculum, which staff implement well.

Each child is supported to build on their prior knowledge and skills. This is because staff plan an interesting range of hands-on learning experiences, in line with the curriculum and children's individual needs and interests. For example, staff take toddlers on outings to the library, providing them with new experiences and access to a wider range of books.

Key words are introduced to babies as they explore... cereals that represent 'Gruffalo' crumble. The contribution of spoons and bowls enables babies to practise their hand-eye coordination. Children remain busy and actively engaged in the fun range of play experiences that are provided.

Staff use small, focused intervention groups for children who have special educational needs and/disabilities (SEND) effectively. These smaller groups, along with more targeted support offered by each child's key person, aids children's active engagement. This in turn helps to narrow gaps in children's achievements.

The effective deployment of staff ensures that all children remain safe. Children are encouraged to learn the nursery rules so that they are aware of expectations for their behaviour. For example, children recall a nursery rule to not kick their friends.

Staff confirm the importance of using 'kind hands and feet'.

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

The management team has overcome the obstacles they faced when merging their two previously separately run settings. They have built positive relationships between the newly joined staff teams.

Managers monitor staff's practice, offering training and support to help staff continue to develop their knowledge and skills. Areas requiring further development are identified by management to ensure that children continue to benefit from good standards of care and learning.Clear information is obtained from parents and carers about their children's individual routines, needs and abilities.

Staff use this information to tailor the care and learning that is provided to each child. Staff ask for known key words, in both English and children's home languages, so that they can develop ways to communicate with each child. This ensures that every child feels valued and respected.

Management and staff work closely with outside agencies to safeguard children. Information is shared and exchanged to ensure that children remain protected from potential harm. Staff liaise closely with other professionals when identifying learning targets for children with SEND's personalised learning plans.

This enables staff to deliver focused, individualised play experiences that meet children's specific needs and abilities.Staff model language well as they talk to children about what they are doing. They also hold conversations with children who are confident communicators.

However, for those children who have less language or those who are more reserved, staff are not as skilled at encouraging them to respond.Children behave well and adhere to the nursery rules and boundaries. They learn to tidy up when the tambourine is shaken.

Children cross the car park to get to the outside play areas. They hold hands and walk sensibly with a partner when moving between indoors and outside. Staff also take further safety precautions as they close the gate to the car park.

This protects children's welfare.Staff plan welcome time activities for toddlers and pre-school children to develop their listening and attention skills. Each child is greeted by name, and they enjoy joining in with songs associated with the days of the week and the weather.

Through repetition, children develop their counting skills, as they are encouraged to count how many children are present. However, staff sit back and point to the children from afar when doing this. This does not support children effectively to learn how to count actual items and objects.

Children of all ages enjoy sitting and listening to stories. Staff also plan group story times to ensure that all children benefit from stories being shared.Children's good health is promoted through the provision of freshly prepared meals and snacks.

They are encouraged to be physically active as they run, balance, climb and learn to negotiate space when playing outside. They develop control and strength in their fingers when using their hands or tools to manipulate play dough. Planned activities and trips to the dentist help to promote children's awareness of oral health.

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: support staff to consistently encourage quieter children and those with less language to increase their vocabulary help children to match their counting words with objects.

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