St Monica’s Pre School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children thrive in the vibrant and well-organised pre-school. Staff create an environment that children take ownership of. They encourage children to make good choices and are superb role models.

Staff have high expectations. They teach children about rules and boundaries in ways that help them to remember. For example, staff role play different scenarios, such as standing on chairs.

They ask children to decide if this is a 'thumbs up' or 'thumbs down' choice. Children know what is expected of them. Their excellent behaviour shows that they feel safe and secure at the pre-school.

Children are self-assured, mot...ivated and eager to learn. They access a variety of activities and play happily with each other. Children are polite and considerate to one another.

It is clear that they have formed strong friendships.Mathematical development is promoted well. Children have frequent opportunities to explore number language and recognise numerals.

For example, staff help children to count each other and the adults in the room. They are then supported to add the numbers together and discuss the total. Children find the number on a number line and talk about how the numerals are formed.

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

The curriculum is well thought out and firmly embedded. Staff are skilful and know how to re-shape and extend activities to challenge children effectively. Robust settling-in procedures help staff to gain a good understanding of what children already know and can do before they start.

This means activities are sharply focused on what children need to learn next. Interactions are of high quality and meaningful. For instance, staff listen carefully when children discuss how a banana resembles a 'moon' and a tangerine a 'planet'.

Staff work hard to extend children's vocabulary. For instance, children learn that books are written by 'authors' and that pictures are created by 'illustrators'. Story time is exciting for children.

Staff read with clarity and enthusiasm. They help children to role play the narrative. Occasionally, some staff ask children about the meaning of words but do not allow enough time for them to give their opinion.

The key-person system is well embedded. Relationships between staff and children are respectful and sensitive. Children have formed strong bonds with staff and seek reassurance from their key person if they are feeling upset.

Staff know children's individual needs very well and respond quickly.Children are confident and independent. They help staff to set up activities, pour their own water and peel fruit.

Children know the daily routine well and follow the rules and boundaries. For example, shortly before it is time to tidy up, children are shown a yellow circle. They know that 'showing yellow' means they need to prepare themselves for the change in activity.

Partnership with parents is strong. Parents are happy with the quality of care provided for their children. The consistent two-way flow of information between pre-school and home means that continuity of care for children is good.

Staff have developed effective strategies to share information about children's development and support parents to extend learning at home.Children are provided with a selection of healthy food choices and take part in regular physical exercise sessions. This helps to develop children's understanding of a healthy lifestyle.

Staff talk to children about the effects that different foods have on their teeth.Relationships with the attached school are first class. Staff work closely with the Reception teacher to ensure that children's transitions to school are seamless.

Children visit the Reception class frequently and take part in regular joint activities. Children are prepared well for their eventual move to school.Staff are well supported by the manager and feel happy in their roles.

They have regular supervision meetings and receive feedback on their practice. Staff observe each other's teaching regularly, which helps their professional development and provides opportunities for them to share good practice. Staff complete regular mandatory training.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good understanding of their roles and responsibilities in relation to safeguarding children. They know the process to follow if they are concerned about a child's welfare.

Staff can confidently discuss wider safeguarding concerns. For example, they know the risks of children and families being drawn into extreme behaviours and how they would deal with this.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure that all staff consistently allow children enough time to think about and give their opinion on the questions they are asked.

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