St Michael's Pre-school

St Michael's Pre-school St Michael's Woolmer Green School, London Road, Woolmer Green, Hertfordshire, SG3 6JP

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Inspection date

Previous inspection date 28 June 2016 3 November 2011

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This inspection: Outstanding 1

Effectiveness of the leadership and management Outstanding 1

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This inspection: Outstanding 1

Quality of teaching, learning and assessment Outstanding 1

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This inspection: Outstanding 1

Personal development, behaviour and welfare Outstanding 1

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This provision is outstanding

 Staff astutely assess and promote children's learning. They expertly plan enabling activities to promote children's development and interests. For example, children and staff create a charity shop in the role play area. Children learn about prices and have fun coordinating outfits and accessories. They are very eager learners.  Teaching is inspiring. For example, children find their name cards and, with the help of staff, they learn to write each other's names. Staff are passionate teachers and children thrive in their learning.  Staff skilfully teach children about the importance of living healthy lifestyles. Children take part in a project about our body and they learn about food and portion sizes. Children exercise and monitor their heart beats as they prepare for sports day. They learn how keeping fit affects their well-being.  Children are extremely independent. For example, they use knives and chopping boards

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This provision is outstanding

to prepare their own snacks, showing great skills in using cutlery. Children manage their personal hygiene and are very positive role models for each other.  Outdoor play is exceptional. Children explore a wide variety of activities and equipment that promotes all aspects of their physical development. For example, they enjoy swinging using a rope tied to a tree. Children learn to manage their speed and height as they have fun in the fresh air.  The inspiring manager involves staff and parents in exceptional reflective practice. She conducts audits of play areas to analyse the learning opportunities for children and also evaluates staff's teaching to ensure that they challenge children to the maximum. The manager has high expectations of staff and children. Practice is ever-evolving.

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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 enhance the opportunities for children to develop an awareness of their own cultural backgrounds and those of others in their community.

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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 with the manager.  The inspector held a meeting with the manager and provider. She held discussions with staff and looked at relevant documentation, such as the self-evaluation 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 through written feedback and questionnaires.

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Effectiveness of the leadership and management is outstanding

The arrangements for safeguarding are effective. Staff participate in child protection training and are extremely confident about their duty to safeguard children. They explain the steps to take should concerns arise. The manager inspiringly raises staff's and parents' awareness of safeguarding through regular workshops, discussions and questionnaires. Policies are in line with legislation and astutely shared with staff and parents. The highly qualified manager conducts exceptional supervision meetings with staff, who benefit from an abundance of training and excellent professional development. New ideas are constantly implemented. Children flourish in their learning.

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Quality of teaching, learning and assessment is outstanding

Staff are extremely knowledgeable about children's learning needs and interests. They provide children with unforgettable activities. For example, children use pincers to add pompoms to plastic bottles. They learn to use stop watches and challenge each other in doing this activity faster. Staff skilfully engage children in learning about the world. For example, during the recent national referendum, children learned about democracy and voted for the book of the week. Staff expertly promote children's mathematical and computing skills. There are a number of programming and coding games and also different building toys. Staff plan daily group discussion, music, reading and science activities. The qualified staff carefully plan these to boost children's knowledge and skills. For example, children observe ripe fruit and a selection of real sea animals, using gloves and laboratory tools. Teaching and learning are exemplary.

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Personal development, behaviour and welfare are outstanding

Children show great consideration with each other. For example, they make puppets using each other's photos. While playing with the puppets, children kindly speak of one another. Staff create innovative ways to work with parents, inviting them for consultation, training and events. They effectively promote children's backgrounds, celebrating festivals and teaching them about life in Britain. However, staff recognise that there is capacity to enhance even further the opportunities for children to learn about own cultures. Children cooperatively play and learn to manage their personal safety. They help staff to keep play areas safe. Behaviour is expertly managed with parents. Children are enthusiastically praised, confident and behave exceptionally well.

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Outcomes for children are outstanding

All children, including those who speak English as an additional language and those with special educational needs, speedily learn through play. They benefit from activities that narrow the gaps in their development. For example, children build with large blocks outside and take turns in adding blocks and in analysing the steadiness of the tower. Children's imaginative play is innovatively promoted across all areas of learning. For example, they make-believe that the pompoms are guinea pigs and take them on adventures around the pre-school. Children are extremely eager communicators and achieve to their full potential and beyond. They are expertly prepared for school.

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Setting details

Unique reference number EY272315 Local authority Hertfordshire Inspection number 860820 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 22 Number of children on roll 31 Name of registered person St Michael's Pre-School Committee

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reference number

Date of previous inspection 3 November 2011 Telephone number 01438815003

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reference number

St Michael's Pre-school was registered in 2003 and is run by a management committee. It operates from a designated classroom within St Michael's Woolmer Green School. The pre- school employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 3 and 5. Sessions are Monday to Thursday from 9am to 3pm, and Friday from 9am to 1pm, during term time only. The pre-school provides funded early education for two-, three- and four-year-old children.

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

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