St Peters Pre-School

St Peters Pre-School St. Peters Church Centre, Street Lane, Ardingly, Haywards Heath, West Sussex, RH17 6UN

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Inspection date

Previous inspection date 22 June 2016 15 July 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 monitor and track children's progress effectively. They identify any gaps in learning and work well with parents and other professionals to develop a support plan to help children make good progress.  The manager and staff keep up to date with any legislative or practice changes and share this information with parents.  The manager and staff prepare the children well for school in a variety of different ways. For example, staff teach children how to sound out words and recognise letters.  Children's emotional well-being is supported effectively. The manager and staff praise children and build on their developing self-esteem.  Children are motivated to learn and develop confidence and independence. They have a good relationship with staff and with one another.  The manager and staff know the children very well. Children benefit from a positive settling-in procedure and make good progress from their starting points.

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It is not yet outstanding because:

 At times, the staff do not always extend children's learning and thinking skills to help improve their progress.  The manager and staff do not always provide opportunities to strengthen children's understanding of technology and how things work.

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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

 build on the existing support for children to extend their learning and thinking skills  strengthen children's understanding of technology to help them learn how some things work for a purpose.

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Inspection activities

 The inspector viewed the premises.  The inspector observed staff interacting with children.  The inspector interviewed the manager and chairperson and carried out a joint observation.  The inspector spoke to children and viewed their activities.  The inspector spoke to parents and took account of their views.

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Effectiveness of the leadership and management is good

Partnerships with other settings are effective. For example, staff share children's next steps in learning. This helps provide continuity in their development. The manager and staff have effective partnerships with parents, which supports children's learning at home. The management team is supportive and provides staff with training to improve their practice and teaching skills. This has improved since the last inspection. For example, after identifying a gap in knowledge about how children learn, a member of staff attended training and now uses what she learnt when planning children's next steps. Children become motivated and interested learners. Safeguarding is effective. Staff know what to do if they have a concern about a child's welfare and who to contact.

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Quality of teaching, learning and assessment is good

The manager and staff effectively support children of differing abilities and interests. For example, after attending a course, staff are now more able to support children who learn better outside. Staff provide activities that motivate and capture children's interests. This has improved since the last inspection. For example, children vote on their favourite flavour of ice-cream. They learn about choice and how they may be different from their friends. Staff support children's understanding of mathematical language well. For example, when identifying shapes and sizes of different objects, staff introduce the word 'pentagon'. Children are prepared well for school in a number of ways. For example, they practise writing their names and sitting as they will 'at big school'. Since the previous inspection, the staff make better use of print in the environment. For example, they now use more signs and labelling to help children recognise that print carries meaning.

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Personal development, behaviour and welfare are good

Children are confident, happy and settled. They learn to share and be tolerant of others and respectful of the beliefs of others. Children behave well and staff are good role models. Children are encouraged to sort out their differences. For example, they negotiate and exchange toys. Children develop the pre-school rules in conjunction with staff and are reminded of them when necessary. They learn about healthy eating and how food helps them to grow and develop strong muscles.

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Outcomes for children are good

Children develop good social skills. For instance, they learn to take turns and play cooperatively. Children learn different mathematical concepts such as 'long' and 'longer'. They learn good communication and language skills that prepare them for school. Children are aware of their own needs and how to manage them. For example, they are able to go to the toilet unaided. Children's physical skills develop well. For example, they learn how to load and move different materials using equipment and resources.

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Setting details

Unique reference number 113730 Local authority West Sussex Inspection number 1022323 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 20 Number of children on roll 37 Name of registered person St. Peter's Pre-School and Toddler Group Committee

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reference number

Date of previous inspection 15 July 2015 Telephone number 07969890907

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reference number

St Peters Pre-School registered in 1992 and operates from St Peters Church Centre in the village of Ardingly near Haywards Heath, West Sussex. The setting is open on Monday to Thursday from 9.15am to 2.45pm and on Friday from 9.15am to 12.15pm, during term time only. There are five members of staff; of these, three hold qualifications at level 3 and one has qualified teacher status.

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reference number

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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reference number

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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reference number

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reference number

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reference number

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

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