Stanground St. John's Pre-school

Stanground St. John's Pre- School St. Johns Primary School, Chapel Street, Stanground, Peterborough, Cambridgeshire, PE2 8JG

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Inspection date

Previous inspection date 12 June 2015 7 July 2009

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This inspection: Outstanding 1

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Outstanding 1

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This inspection: Outstanding 1

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

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This inspection: Outstanding 1

The effectiveness of the leadership and management of the early years provision Outstanding 1

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This inspection: Outstanding 1

The setting meets legal requirements for early years settings

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This provision is outstanding

 Children's emotional development is continually promoted as they develop warm, secure and trusting relationships with all staff. Settling-in procedures are highly effective to meet individual children's needs and, consequently, children are confident and demonstrate that they feel safe and secure.  The quality of teaching is outstanding. Staff demonstrate an excellent knowledge of how children learn and provide a rich, varied and imaginative range of activities.  The children's learning environment is highly stimulating, especially outdoors, which is very attractively resourced. Children are able to engage in a number of sensory play experiences. They use their feet to explore water and sit within the large sand pit to make their creations, using a wide variety of tools.  Assessments of children's progress are extremely accurate and sharply focused. Very strong partnerships with parents and other professionals ensure children's individual

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This provision is outstanding

needs are fully met and contribute to the rapid progress they make given their starting points. This ensures that each individual child is extremely well prepared for their next stage of learning, such as starting school.  Excellent relationships with parents support a shared approach to children's learning and ensure they receive consistent support. The planning of activities is shared, with clear suggestions on how learning can be supported at home. Accurate reviews of children's progress are discussed, so that parents are aware of children's individual areas for development at all time.  Managers are highly skilled and effective at constantly monitoring and evaluating all aspects of the pre-school, to inform continuous improvement. As a result, staff demonstrate exceptional practice that is worthy of sharing with other settings.

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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

 extend the already excellent activities within the outdoor areas, to provide even further opportunities for children to explore a more natural environment.

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Inspection activities

 The inspector observed children's activities in the play room and outdoor learning environment.  The inspector held a meeting with the manager and, at appropriate times, spoke to staff throughout the sessions.  The inspector conducted a joint observation with the manager.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of the suitability of staff working with children and the provider's self-evaluation documents.  The inspector took account of the views of parents and carers spoken to on the day of the inspection.

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who attend. This is outstanding

Children make excellent progress in their learning and development, due to the fantastic support and superb teaching by all staff. Activities capture children's interests and truly motivate them to learn. For example, children show excitement and curiosity when butterflies they have grown from caterpillars are released into the sky. This leads to lots of discussions and activities about butterflies, as children recall their knowledge of life cycles. The development of children's language is given high priority by all staff and they communicate extremely well with children. They ask questions in a variety of superb ways, to support thinking skills. Staff encourage older children to think about why sponges, when placed in water, do not float. Younger children explore resources, such as corks and pine cones in the water, and staff introduce new words, such as 'heavy' and 'light'. Excellent partnerships with the school are well established to provide a coordinated

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outstanding

An effective key-person system means that staff get to know children and their families extremely well. Staff are kind and loving and show true affection for the children in their care. Partnership working with other professionals is well established and used to support children with additional needs. Children show excellent familiarity with the structure and routines of the day, which establish expectations. Staff speak extensively about their key children and show a deep appreciation of their differing backgrounds. Staff have high expectations of behaviour. They confidently give children space to explore and test out boundaries. As a result, children are happy, relaxed and their behaviour is very good. The rich, stimulating outdoor area provides very good opportunities for children to be physically active. Children's self-care skills are promoted very well. For example, children understand that wearing sun cream will protect their skin from burning in the sun.

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provision is outstanding

Professional development of all staff is supported extremely well. Regular supervisions and appraisals are also used as part of the ongoing reflection of the setting and its needs. As a result, staff are enthusiastic, motivated and morale is high. Staff are highly reflective in their practice and visually share their improvements and developments for the future with parents. Staff are highly motivated to attend professional training, which further enhances their already fantastic knowledge and skills. For example, some staff have attended training on forest schools. This knowledge is currently being implemented into plans to develop a new garden area with more natural, sensory experiences. Safeguarding is given the highest priority within the setting. Robust recruitment and induction procedures ensure that only those suitable to work with children do so. All staff have a secure understanding of local safeguarding procedures. Parents speak very highly of the pre-

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Setting details

Unique reference number 256825 Local authority Peterborough Inspection number 864599 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 4 Total number of places 25 Number of children on roll 54 Name of provider Stanground St. John's Pre-School Committee Date of previous inspection 7 July 2009 Telephone number 01933417193

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Setting details

Stanground St John's Pre-School was registered in 1995. The pre-school employs eight members of childcare staff. Of these, all hold appropriate early years qualifications at level 2 and 3. The pre-school opens from Monday to Friday, term time only. Sessions run from 9am until 3pm. The pre-school provides funded early education for two-, three- and four- year-old children. It supports a small number of children who speak English as an additional language and 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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