St. Faiths Pre School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children form very strong bonds with staff, who welcome them with warmth and affection.

They settle quickly into their play and rush off to find their favourite toys. Staff organise the environment so that children have access to a variety of stimulating resources and activities that ignite their curiosity. Children have space to play, and the environment is calm.

Staff spend time with children and engage them in conversations to promote their language development. For example, children play with dolls. Staff ask, 'What is your baby having for dinner?' Children show that they feel secure and safe.

They tell st...aff, 'I am happy' and proudly show construction models they have made. Staff give plentiful praise which helps build children's self-esteem. They tell children, 'You are so clever'.

Staff know children very well, responding quickly to their changing interests and preferences. For example, staff play music and initiate singing sessions to develop younger children's confidence. Staff promote children's resilience.

They model how to use scissors to snip paper and encourage children to have a go and keep trying. Staff are good role models and give children clear messages about behaviour expectations. They remind children to have 'walking feet' and 'kind hands'.

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

Children's independence is promoted. They take pride in being chosen as 'special helpers' to set out lunchboxes. Children delight in completing small tasks such as pouring drinks and washing their used plates at snack times.

Staff give gentle encouragement to entice children to master new skills. They show them how to spread butter and then step back to allow children time to practise.Staff involve children in making decisions, which helps them feel valued and involved.

For example, staff initiate physical activities. They ask children to choose which type of 'bean' they would like to be. Children giggle with delight as they move like 'jumping beans' and 'jelly beans'.

Staff plan a story-based curriculum and create inviting reading spaces for children to relax in. Children browse through books and show impressive recall of familiar stories. Staff engage children in simple problem-solving.

For example, they read Christmas stories and ask, 'How will Santa get into the house if there is no chimney?' Children thrive by having clear boundaries and routines. They stop and listen when staff tell them to 'wiggle their fingers'. They wait for their turn to wash hands and take an active part in tidying away toys.

Children collaborate together to make construction models. They listen to one another's ideas about how to link toy train carriages together.Children have opportunities to practise mark making and develop their muscle strength for early writing.

They draw detailed pictures and write recognisable letters of their name onto cards and envelopes. They make connections in their learning, finding their name card to check letters they have written. Children become proficient in describing what letters look like.

Children benefit from time playing outside. This helps to promote their good health. They run around and become skilled at throwing balls into hoops.

Children celebrate their own and others' successes, cheering when balls go in.Children make good progress. Staff use tracking systems and regular observations to identify gaps in children's development.

They communicate as a team to evaluate the curriculum and its impact on children's progress.Parents are extremely happy with the service provided by the pre-school. They say staff create a 'caring and safe' environment.

Parents say their children are making great progress and that staff are nurturing and caring.Staff feel valued and supported in their roles. The manager provides regular team meetings and one-to-one supervisions to support staff to develop their knowledge and skills.

Staff are enthusiastic to undertake training and say the pre-school is 'like a family'.Staff narrate children's play and engage them in frequent conversations. However, they do not always model the correct pronunciation of words to fully support children's language development.

For example, they use the words 'doggy' and 'horsey' as children play with farm animals.

Safeguarding

The arrangements for safeguarding are effective.Staff complete regular training to keep their awareness of child protection issues up to date.

They know the possible signs and symptoms of abuse and neglect and show an awareness of safeguarding issues such as radicalisation. Staff know how to identify and report concerns regarding the behaviour of an adult. They demonstrate the capacity to challenge parents if they have concerns about children.

The manager implements robust recruitment and induction procedures to help ensure that new staff are well prepared for their roles. Staff provide a safe and secure environment for children through regular checks and risk assessments.

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 use and model words correctly to develop children's language skills.