St Michael's Pre-School

St Michael's Pre-School St. Michaels RC Presbytery, Crown Rise, WATFORD, WD25 0NE

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Inspection date

Previous inspection date 27 September 2016 7 November 2012

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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

 Teaching is good and at times outstanding. Staff are expert in promoting children's needs and interests during play. For example, children pick a number card and roll the right number of golf balls down a pipe. They experiment with other objects and talk critically about what happens. Children learn and develop their skills at a good pace.  The areas of learning are skilfully promoted by the very creative staff. Children explore very interesting and challenging activities. For example, they look for pairs of socks in a basket. They use pegs to hang the pairs they find on a washing line. Children extend their vocabulary as they compare the socks.  The key-person system is very effective. Staff tailor care practices to meet the personal needs of children. Parents and staff work together to ensure that children are comfortable and happy.  Children enjoy access to fresh air and benefit from staff's very effective planning for

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This provision is good

their outdoor learning. For example, they learn about mini-beasts through books and pictures and by observing them in the garden.  Staff's supervision is very thorough. The manager provides staff with ongoing coaching and plenty of training. Staff are knowledgeable about their roles and children benefit from ever-evolving teaching.

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It is not yet outstanding because:

 Information exchanged with other settings that children attend is not focused enough on children's learning. Therefore, their continuous support is not always maximised.

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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

 exchange more detailed information about children's learning needs with other settings that they attend so that children can have even better continuous support.

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Inspection activities

 The inspector assessed the impact of staff's teaching in children's learning. She observed activities for children in both indoor and outdoor areas.  The inspector completed a joint evaluation of an activity with the pre-school manager.  The inspector held meetings with the pre-school manager and staff. She looked at relevant documentation, such as the pre-school's policies, procedures and evidence of the suitability of staff working in the pre-school, their qualifications and training.  The inspector spoke to a small selection of parents during the inspection and took account of their views through written feedback.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff participate in child protection training and know their duty to prevent children from being exposed to risks and harm. They have a secure understanding of the steps to take to keep children and themselves safe. The manager and staff risk assess the indoor and outdoor play areas. They involve children in managing their own safety. For example, staff use hot water to make modelling dough with children and successfully teach them about how dangerous hot water can be. Reflective practice is strong. The manager skilfully involves staff, parents and external professionals in evaluations of the services provided. The qualified and well-trained staff confidently implement new ideas for children.

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Quality of teaching, learning and assessment is good

The qualified staff are excellent teachers. They conduct very secure assessments of children's skills and plan accurately for their next steps in learning. For example, children who speak English as an additional language benefit from expert help in learning English. Staff skilfully plan a range of both child-led and adult-led learning opportunities for children. For example, children look at the written and pictorial instructions while making modelling dough. They work together to mix the ingredients and choose the colour, texture and smell. Staff very effectively teach children about the world around them. For example, they learn about autumn and explore conkers, acorns and dry leaves. They talk about why it is getting colder. Parents and staff exchange plenty of ideas on how to support children's learning at all times. Children develop their skills very well.

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Personal development, behaviour and welfare are good

Staff are very attentive towards children's needs. They effectively support their emotional well-being and, as a result, children behave well. Staff work with parents to teach children what is right and wrong. Children respect boundaries and develop their personal and social skills. Promoting children's health is staff's utmost priority. Children enjoy nutritious snacks and learn about healthy eating. They have fresh drinking water available, exercise and manage their own hygiene. Children explore each other's cultures, celebrate festivals and learn about life in Britain. Staff are good role models. Children are confident and independent and thrive.

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Outcomes for children are good

Children are active learners and make good progress. The exceptionally well-resourced play areas provide them with lovely opportunities to extend their imaginative play. For example, children dress up in their favourite outfits and play in the home corner. They tell each other about the personalities, likes and dislikes of their characters. Children's emerging needs are promptly supported. For example, staff provide a wide range of tools and activities for children to develop their writing and drawing skills. Educational programmes are focused on challenging children's progress across all areas of learning in preparation for school.

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Setting details

Unique reference number EY386150 Local authority Hertfordshire Inspection number 1059826 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 30 Number of children on roll 29 Name of registered person Susan Mary Salter

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reference number

Date of previous inspection 7 November 2012 Telephone number 01923469859

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reference number

St Michael's Pre-School was registered in 2008. It operates from the Parish Centre of Our Lady and St Michael's Roman Catholic Church in Watford. The pre-school employs eight members of childcare staff. Of these, all hold appropriate early years qualifications at level 2, 3 or 5. The pre-school operates Monday to Friday from 9.15am to 12.15pm during term time only. On Monday, Wednesday, Thursday and Friday a lunch club from 12.15pm to 1.15pm is offered. The pre-school provides funded education for two-, three- and four- year-old children. It supports children who speak English as an additional language.

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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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