Sacred Heart Pre-School

Sacred Heart Pre-School Sacred Heart RC School, Heys Street, Thornton-Cleveleys, Lancashire, FY5 4HL

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Inspection date

Previous inspection date 7 July 2015 17 May 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 Good 2

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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

 The quality of teaching is consistently good throughout the pre-school. Staff show they understand the learning and development requirements of the Early Years Foundation Stage.  Staff know the children well. They use their good knowledge of children's needs and interests to effectively plan opportunities and experiences that tap into children's natural curiosity and fascination.  Children have lots of fun at the pre-school and are eager and motivated to learn. As a result, they develop the skills and attitudes to prepare them for their future learning, including their move to school.  Staff are good role models and have high expectations of children. They work closely with parents to share consistent behaviour management strategies at the pre-school and at home. As a result, children understand what is expected of them. They behave very well and show kindness and consideration to each other.  Staff promote close and respectful relationships with the children and this fosters a

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This provision is good

sense of belonging and promotes children's well-being. Children are confident as their emotional and physical needs are met.  Staff have a secure understanding of the safeguarding procedures and implement these well to ensure children's welfare and safety.

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It is not yet outstanding because:

 Staff do not always organise adult-led activities so that they are able to offer all children the same high levels of support and interaction.  Staff are not provided with regular opportunities to learn from each other and share their best practice to raise the quality of teaching even higher.

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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

 review the organisation of adult-led activities to meet children's interests and abilities, so that all children receive high-quality teaching and make the best possible progress in their learning  provide staff with more frequent opportunities to learn from each other and share their best practice to consistently develop the quality of teaching.

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Inspection activities

 The inspector observed the quality of teaching in the indoor and outdoor learning environments and the impact this has on children's learning.  The inspector completed a joint observation with the nursery manager.  The inspector held meetings with the manager and spoke to staff at relevant times during the inspection.  The inspector spoke to children and a selection of parents and took account of their views.  The inspector looked at a range of relevant documentation, including the pre-school's self-evaluation document, evidence of the suitability of staff and the policies and procedures.

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who attend. This is good

Staff use comprehensive tracking systems to evaluate children's progress. They ensure that any gaps in children's learning are promptly identified and early support is sought. Consequently, all children, including those with special educational needs and/or disabilities make good progress from their starting points. Staff understand the different ways that children learn. They show older children how to use information and communication technology equipment to take photographs of the insects they find outdoors. They look for images on the computer of weather conditions, such as twisters, increasing children's interest in a favourite story. As a result, children develop a growing understanding of how things work and a natural curiosity in the world around them. Staff give younger children plenty of time to play and explore. For example, they encourage children to find the matching colours of the cars. However, at times, staff do not always

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who attend. This is good

organise adult-led activities to ensure that all children are provided with the same high levels of support and interaction. As a result, some children occasionally lose interest.

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good

Staff provide a safe, warm and welcoming environment. Children settle easily due to the close bond and secure relationship established with the staff. They develop a growing understanding of healthy lifestyles and strong physical skills. Children follow good hygiene routines and enjoy healthy snacks and meals. They have fun playing in the outdoor environment and learn how to keep themselves safe. They gain confidence and self- assurance as they practise climbing, balancing and negotiating the large play equipment. Staff understand how to manage risks throughout the day and protect children's health and safety. Therefore, children are kept safe from harm.

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provision is good

The management team regularly seek the views of children, parents and staff to set priorities and drive improvement. There is an effective and targeted plan for ongoing professional development. All staff are qualified to at least level 3. This, together with training attended, has a positive impact on the quality of teaching. For example, many of the staff have attended early speech and language development training. They have used their knowledge well by implementing effective strategies that promote children's communication skills. For example, staff give children plenty of time to respond to questions and engage children in purposeful dialogue. The management team effectively review children's progress and the quality of teaching. However, they do not yet provide ongoing opportunities for staff to learn from each other and share their best practice to raise the standard of teaching to an outstanding level. Staff establish strong partnership

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provision is good

working with parents, school and other agencies to promote continuity in children's care and learning. Parents say they are delighted with the progress their children are making and feel supported to continue their children's learning at home.

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Setting details

Unique reference number EY318019 Local authority Lancashire Inspection number 862278 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 22 Number of children on roll 41 Name of provider Sacred Heart Pre-School Committee Date of previous inspection 17 May 2011 Telephone number 07835711921

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Setting details

Sacred Heart Pre-School was registered in 2005 and is run by a committee. The pre-school employs seven members of childcare staff. Of these, all hold appropriate early years qualifications to at least level 3 and five hold a qualification at level 4. The pre-school opens from Monday to Thursday from 9am to 3.30pm and on Friday from 9am to 12pm during term time. The pre-school 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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