St Paul's Pre School

St Paul's Pre-School St Pauls Church Hall, Ashby High Street, Scunthorpe, DN16 2ND

p.1

Inspection date

Previous inspection date 24 February 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Partnerships with parents have a positive impact on children's learning and development. There are good two-way systems for sharing information about their needs and achievements. Staff keep parents well informed about how their children are developing and give them ideas on how to support their learning at home.  Staff effectively meet the needs of disabled children and those with special educational needs. Additional support is put in place quickly, when required, to ensure children make consistent progress from their starting points. They are helped to take small steps in their learning to ensure they are secure in their knowledge and skills development.  Children enjoy playing with a wide variety of good quality toys and materials. Activities are based on children's interests and the environment supports their play and learning particularly well. Children explore freely, use their imagination and make good progress

p.1

This provision is good

over time.  Staff help children lead a healthy lifestyle. Children have many opportunities to be physically active and have access to plenty of fresh air and exercise. Staff encourage children to eat healthily and support them to learn about good dental hygiene practices and to keep themselves safe.

p.1

It is not yet outstanding because:

 The overview of different groups of children's progress is not being fully used to identify any variations in learning, so that future initiatives can be targeted to ensure all children make the best possible progress.  Staff's ongoing professional development is not monitored sufficiently to identify the impact it has on improving outcomes for children.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 make better use of information about the progress of different groups of children and precisely target teaching to address any variations, so that all children are fully supported to make outstanding progress  identify the impact of training and professional development opportunities on outcomes for children, monitoring new approaches to determine how to raise their level of achievement even higher.

p.2

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 completed a joint observation with the pre-school manager.  The inspector held a meeting with the pre-school manager. He looked at relevant documentation, such as the pre-school's self-evaluation and evidence of the suitability of staff working in the setting.  The inspector spoke to a small selection of parents during the inspection and took account of their views.  The inspector looked at children's records, planning and documentation, evidence of the suitability of staff working in the provision and a range of other documentation, including policies and procedures.

p.2

Effectiveness of the leadership and management is good

The manager is well qualified and successfully leads the pre-school. She works alongside her staff team, offering support and guidance so that teaching is consistently good. However, the manager is not monitoring the impact of current professional development. Therefore, she is not identifying whether this is having a positive impact on outcomes for children to precisely target ongoing training needs. A recently devised system provides the manager with an overview of different groups of children's progress. However, this information is not yet used to full effect to enable the manager to plan future approaches to teaching. Safeguarding is effective. Staff are secure in their knowledge and understand their roles and responsibilities in protecting children. Self-evaluation is accurate and both staff and parents are asked for their views on the setting. This helps to identify areas for improvement that are relevant to the children who attend.

p.3

Quality of teaching, learning and assessment is good

Staff know their key children well and skilfully guide learning to meet their individual needs and interests. They accurately assess children's starting points, working closely with parents. Staff use this information to successfully identify and plan learning opportunities linked to what each child needs to learn next. Language skills and mathematical development are promoted effectively. For example, staff model language as children mix ingredients into play dough. Staff provide an ongoing commentary and introduce mathematical concepts as children identify shapes, size, weights and quantities. The routines of the day are also used well to provide children with learning opportunities.

p.3

Personal development, behaviour and welfare are good

Children play and explore with confidence. They develop a positive sense of themselves and are keen learners. Staff establish secure relationships with children and parents as part of the settling-in process. Behaviour is good. Children are involved in making the rules and staff are consistent in their expectations about what is good and acceptable behaviour. Children quickly learn to become independent in meeting their own needs. They learn about the importance of hygiene routines, washing hands after being outside and before meals. Children have a wide range of opportunities to learn about other people and communities beyond their own immediate experiences. They learn about traditions from different cultures and customs, expanding their understanding of the wider world.

p.3

Outcomes for children are good

All children progress well from their starting points, including those who receive funded education, disabled children and those with special educational needs. Children are well prepared for their next stage of learning. They are working at the level of development that is typical for their age and have developed the skills and attitudes to help them become successful learners in their future education and, where appropriate, school.

p.3

Setting details

Unique reference number EY475708 Local authority North Lincolnshire Inspection number 968425 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 24 Number of children on roll 29 Name of provider St Paul's Pre School Ashby Limited Date of previous inspection Not applicable Telephone number 07941 359992

p.4

Setting details

St Paul's Pre-School was registered in 2014. The pre-school employs five members of childcare staff, of whom all hold appropriate early years qualifications, one at level 2, three at level 3 and the manager holds a level 5 qualification. The pre-school opens Monday, Tuesday, Wednesday and Friday during term time. Sessions are from 9.15am until 12.45pm. The pre-school provides funded early education for two-, three- and four- year-old children.

p.4

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.

p.4

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.

p.4

Setting details

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Setting details

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Setting details

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

p.5