St Lukes Pre-School

St Lukes Pre-School St Lukes Parish Centre, Swinton Park Road, Salford, Manchester, M6 7WR

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Inspection date

Previous inspection date 3 February 2016 3 May 2011

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Good 2

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This provision requires improvement. It is not yet good because:

 The provider has not maintained an up-to-date record of complaints.  Occasionally, staff do not support children's thinking and speaking skills and they do not always give them enough time to think about and respond to questions.  The provider does not yet closely monitor the progress made by different groups of children to identify if any emerging gaps are closing as quickly as possible.

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It has the following strengths

 Partnerships with parents are very successful. Parents speak highly about staff, the care provided and the learning opportunities that children receive. Parents feel well informed and are fully involved in contributing towards their children's ongoing progress.  The quality of teaching is good. Staff teach according to children's specific needs. They follow children's individual interests, building on what they know and can do on entry to the pre-school.  The long-serving staff are kind, caring and support children's emotional well-being. Children settle well and develop strong bonds with their key person. Children are content, happy and develop into confident and independent learners.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage and the Childcare Register the provider must:

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Due Date

 ensure that an up-to-date record of complaints is maintained. 04/03/2016

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Due Date

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

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Due Date

 improve opportunities to support children's thinking and speaking skills further  strengthen systems for monitoring the progress of different groups of children that identify if there are any emerging gaps in development.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector spoke to the provider, staff and children at appropriate times during the inspection.  The inspector completed a joint observation with the provider.  The inspector looked at relevant documentation, such as children's learning records and planning. She looked at policies and procedures, self-evaluation and checked evidence of staff qualifications and suitability.  The inspector took account of the views of a small selection of parents during the inspection.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The provider implements a range of policies, procedures and risk assessments and staff know who to report any concerns about children's welfare to. However, the record of complaints has not been kept up-to- date, although, this does not have an impact on children's safety. The manager has regular meetings with staff and monitors their practice. More-qualified staff mentor and support those staff who are less experienced. This has a positive impact on teaching practices and contributes towards good outcomes for children. The provider is committed to reviewing the quality of the pre-school and making positive changes to drive forward improvements.

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Quality of teaching, learning and assessment is good

Staff use the knowledge gained from their training well. They understand how children develop and provide fun and challenging activities to motivate them to learn. Staff monitor individual children's progress well. However, the progress of different groups of children is not yet closely monitored to identify any possible gaps in learning. Staff provide musical activities in which children press and stretch dough to music. Children thread hoop-shaped cereals onto spaghetti. They delight in making water marks using large paint brushes outside. Enjoyable activities, such as these, help to strengthen children's small-muscles skills and prepare them for early writing. Staff provide all children with opportunities to develop their imagination. Staff provide a range of art and craft materials to help to support children's creativity. Staff engage children in lively discussions which help to promote their communication and language skills. However, occasionally, when asking

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Quality of teaching, learning and assessment is good

children questions, staff pre-empt their responses and do not give them time to think.

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Personal development, behaviour and welfare are good

Children's physical development, health and well-being are supported by staff. Children participate in energetic play outdoors. Staff support children to skilfully join wooden planks together as they make a bridge and balance along this. This also helps to teach children about taking some well-supervised risks in their play. Staff are responsive to children's individual needs. They promptly change children's nappies and sensitively support them with toileting. Effective role modelling by staff helps to support children's awareness of good hygiene practices. Flexible settling-in sessions help children to become secure in the pre-school. Staff take time to get to know individual children's likes and interests by gaining meaningful information from parents. Staff ensure that children who are new to the pre-school have access to familiar items to comfort them, if needed. Staff encourage younger and older children to play cooperatively together and children's behaviour is

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Outcomes for children are good

The provider monitors the progress of individual children to ensure that any gaps in progress are identified and addressed. All children, including disabled children and those with special educational needs are making good progress, in relation to their starting points and capabilities, in preparation for school.

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Setting details

Unique reference number EY315656 Local authority Salford Inspection number 1037325 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 32 Number of children on roll 53 Name of provider Andrea Catherine Boardman Date of previous inspection 3 May 2011 Telephone number 07962237468

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Setting details

St Lukes Pre-School was registered in 2005. The pre-school is open Monday 11.30am to 3pm, Tuesday 8am to 3pm, Wednesday 8am to 12.30pm, and Thursday and Friday 8am to 3pm, during term time only. The pre-school supports disabled children and those with special educational needs. The pre-school receives funding for the provision of free education for two-, three- and four-year-old children. There are seven members of staff. Of these, three members of staff hold recognised early years qualifications at level 3, and the manager holds a recognised qualification at level 5.

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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

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Setting details

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