St Peter's Pre School

St Peter's Pre School St. Peters RC First School, Rock Hill, Bromsgrove, Worcestershire, B61 7LH

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Inspection date

Previous inspection date 26 February 2016 18 March 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The manager and staff have made significant improvements. Robust induction, staff performance and training procedures and precise assessment and planning underpin their good teaching. The manager and staff are well qualified and knowledgeable. They successfully work together to supervise and support children during well-managed routines and enjoyable, suitably challenging activities.  Thorough assessments and tracking ensure children's starting points and ongoing progress are clearly understood by the manager and staff. Their planning and teaching are now focused on promptly addressing any gaps in children's learning and effectively developing their understanding, skills and interests.  The enthusiastic manager and staff organise a wealth of resources and rich and varied activities. They skilfully interact with children and adapt their teaching and use of resources to cater for each child's abilities and ways of learning. Children eagerly take

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This provision is good

part and readily respond to the staff's explanations, questions and encouragement.  Children feel valued and are keen to try hard and do well. The manager and staff praise children's kindness and good behaviour and applaud their achievements. Children enjoy discussions about their families and favourite activities and toys. These help children to appreciate and respect each others' different backgrounds, experiences and interests.

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It is not yet outstanding because:

 The manager and staff are proactive about involving parents in their children's learning and development. However, they are not always successful in making sure that all parents have a clear understanding about the plans for their children's future learning.  The manager and staff are just beginning to extend children's use of information technology.

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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

 continue to develop more-effective ways to communicate with all parents to ensure they are fully aware of their children's next steps for learning  continue to develop children's knowledge and use of information technology for different purposes.

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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 completed a joint observation of an activity with the pre-school provider who is also the manager.  The inspector held a meeting with the manager and deputy manager. She spoke to the headteacher and a Reception class teacher at the school. The inspector talked to the staff and children at appropriate times during the inspection.  The inspector looked at relevant documentation, such as the pre-school's improvement plan and evidence of the suitability of staff working in the pre-school.  The inspector spoke to a small selection of parents during the inspection and took account of their views. She also took account of views expressed by parents in their written feedback to the provider.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The manager and staff attend regular safeguarding training and have a sound understanding of abuse, neglect and other risks to children. They carefully monitor children's welfare and take prompt action when they have concerns about a child. The manager and staff work sensitively with families and other agencies to keep children safe and well. Parents welcome their professional guidance and help in accessing other services. Parents are well informed about how the pre-school operates and about the purpose and range of activities. Parents contribute resources for activities and are given ideas for children's learning for them to follow up at home. Parents and staff regularly exchange information about children's routines, care and achievements. Effective links with other agencies ensure staff follow well-targeted strategies to promote the development of disabled children and of children with special educational needs. Good

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Effectiveness of the leadership and management is good

relationships with other providers and the school ensure consistency and continuity for children who attend another setting or who are starting school.

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Quality of teaching, learning and assessment is good

The manager and staff skilfully foster children's communication skills. They successfully organise small-group activities and individual support for children to help them to listen attentively and to develop their understanding and speech. Staff role model and encourage children's recall, descriptions and expressive language. Children are given a good grounding in early mathematics. They count and compare numbers, including identifying when they have one more or one less. Children accurately group items according to type, shape, colour or size.

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Personal development, behaviour and welfare are good

The kind, attentive manager and staff calmly reassure and encourage children. Children soon settle, make friends, get to know routines and enjoy learning in the stimulating, well- resourced surroundings. Parents appreciate the staff's home visits when they get to know their children in familiar surroundings. Children are well cared for. Staff promote their independence skills and awareness of how to be healthy. Children follow staff's guidance on how to safely use equipment, utensils and tools. They efficiently help to tidy away toys to keep play areas free from hazards.

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Outcomes for children are good

The manager and staff's high-quality teaching and effective use of funding ensure children make good progress. This includes disabled children, those with special educational needs and children who speak English as an additional language. Children are confident, enthusiastic, articulate and resourceful learners who are well prepared for school. Children are inquisitive and resourceful. They relish interesting opportunities to investigate and discover how things react and change. Children excitedly examine ice formed in the shape of eggs which contain dinosaur figures. Children experiment with warm water and various tools to find out the best way to melt the ice and release the figures. Children relish being outdoors and being active. They competently tackle challenging balancing and climbing equipment and safely negotiate difficult spaces

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Setting details

Unique reference number EY358126 Local authority Worcestershire Inspection number 1010241 Type of provision Full-time 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 38 Name of provider St Peter's Pre School Partnership Date of previous inspection 18 March 2015 Telephone number 0781 3305341

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Setting details

St Peter's Pre School was registered in 2007. The pre-school employs six members of childcare staff. All staff hold appropriate early years qualifications to at least level 3. The manager and another member of staff have Qualified Teacher Status and another member of staff has a degree in early years. The pre-school opens from Monday to Friday during school term time. Sessions are from 8.45 until 3.15pm on Monday to Thursday and from 8.45am to 11.45am on Friday. The pre-school provides funded early education for two-, three- and four-year-old children. The pre-school supports disabled children or those who have special educational needs and children who speak English as an additional language. There are close links with the school where the pre-school is based.

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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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