St Michael's Christian Pre- School

St Michael's Christian Pre- School Playgroup Norton Church Centre, Maynard Avenue, STOURBRIDGE, West Midlands, DY8 3EE

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Inspection date

Previous inspection date 24 March 2015 11 July 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Outstanding 1

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children's emotional well-being is exceptionally well supported because partnerships between staff and parents means that children are nurtured and valued as individuals. All children build bonds with their key person, which means they are happy and settled.  Children are protected from harm because management and staff attend relevant safeguarding training to support their practice. This means that they understand the role they play in ensuring that all children are kept safe from harm.  Exceptionally well laid out activities and toys sparks children's imaginative play. Children flourish because they learn through playing together. Children's physical development is supported because they have many opportunities to move around and play outdoors.  Partnerships with professionals strengths the support that is given to children with special educational needs and/or disabilities. Staff endeavour to provide all children

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This provision is good

with the individual help and support that they need. For example, they use sign language which helps makes the setting inclusive to all children.

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It is not yet outstanding because:

 Management has not yet fully embedded a system to precisely monitor the progress that children are making overall, to enable them to sharply focus their teaching so that all children make rapid progress.  Performance management does not focus precisely enough on ensuring that the quality of teaching promotes children's attainment at the highest level. This is because staff do not have opportunities to share their good practice with each other.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 enhance systems to monitor children's overall progress, to show more clearly the progress that different groups make and enable staff to focus sharply on areas for targeted teaching  develop the systems for building on the good teaching that takes place further, for example, by encouraging staff to share good practice with each other through observing each other at work.

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Inspection activities

 The inspector observed activities in the indoor and outside areas used by children.  The inspector spoke to the chair of committee, manager, staff and children throughout the inspection and took account of the views of parents spoken to on the day.  The inspector checked evidence of the suitability and qualifications of staff and volunteers working with the children.  The inspector looked at a sample of records and policies relating to children's learning, welfare, health and safety.  The inspector and manager carried out joint observations of staff teaching children.

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who attend. This is good

Children have many opportunities to make choices about what they would like to do. The quality of teaching is consistently good and all children make good progress. Staff use questioning well. They ask children about what they are doing and give them time to think and respond. When children build a tall tower a member of staff asks 'how are we going to put more bricks on because it is too tall'? They then work together to find a solution. Staff adapt their teaching to support children's specific needs. During a mathematics activity they introduce basic addition and subtraction. For example, they ask more able children to 'add two more' or 'how many when I take one away'? They also include other children by asking them to count items up to three. All children's progress is monitored by their key person who maintains records about their learning and development. The manager has begun to collate this information to enable her to track groups of children's

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who attend. This is good

overall progress. However, this system is not yet precise enough to enable staff to focus sharply on areas for targeted teaching so that all children make rapid progress.

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outstanding

Partnerships with parents are very strong. Parents report that the provision is inclusive and supports all children and their families exceptionally well. They feel part of a community that includes them in their children's learning and development. Children gain key skills for independence that prepare them in readiness for school. At the snack cafe they select their name and then serve their own food and drinks. They are extremely confident to do so and they skilfully pour from jugs and spread toppings onto toast. Children's understanding of how things work is developing because they use a range of resources that can be used imaginatively, in a variety of ways. Children are self-motivated, when playing outside with large boxes they decide to slide down a grass bank while sitting on them. They negotiate how to do this and help each other to do so. Children play well together because staff remain close by to successfully facilitate their play.

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provision is good

Leadership and management are strong because the staff and committee work together. They demonstrate secure knowledge about the requirements of the Early Years Foundation Stage. All staff and committee members are recruited appropriately. Most staff hold appropriate qualifications which means they have the skills and knowledge to fulfil their roles. They receive training that supports their professional development and have supervision meetings with managers. However, there is scope to develop this further to build on the good teaching that takes place by staff observing and reflecting on each other's practice. Staff work closely with schools that children move on to. Detailed information is exchanged and visits are arranged to ensure that children are well prepared for this move. A continual system of self-evaluation means that children benefit from continuous improvement to the provision, which supports their individual learning and

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Setting details

Unique reference number 253939 Local authority Dudley Inspection number 864517 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 31 Number of children on roll 42 Name of provider St Michael's Christian Pre-school Committee Date of previous inspection 11 July 2011 Telephone number 01384 393647

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Setting details

St Michael's Christian Pre-School was registered in 1993. The nursery employs 10 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3. The provision opens from Monday to Friday term time only. Sessions are from 9.15am until 12.15pm. The provision provides funded early education for two-, three- and four-year-old children and supports children with special educational needs and/or disabilities.

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Setting details

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Setting details

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Setting details

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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