St. Pauls Pre-School c.i.c

St. Pauls Pre-School c.i.c St Pauls Church Hall, The Green, Tadley, Hampshire, RG26 3pb

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Inspection date

Previous inspection date 3 October 2016 11 March 2014

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Staff do not accurately record the times children arrive or leave the pre-school. This prevents staff from ensuring children's safety fully while in their care.  Staff do not monitor children's learning well enough. For example, the use of observations to assess children's progress is not accurate and plans for their next steps in learning are inconsistent. This hinders children from having enough challenge in their learning and from making rapid progress.  Staff do not make the most of the information they gather about the children's development when they start, to monitor their learning and inform future plans.  Leaders do not monitor all aspects of staff performance. For example, they do not make the best use of all opportunities to reflect on staff's teaching practice and evaluate the impact it has on enriching children's experiences.

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It has the following strengths

 Staff are kind and caring. They support children to value and respect others. Staff interact well with children as they join in with their play. There are clear expectations and boundaries in place, and children's behaviour is good.  Staff provide a range of activities to support children's speaking and listening skills. They regularly talk to children, model and repeat words and respond to their questions.  Children form secure attachments with the staff. They are happy and settled. These positive relationships boost children's self-confidence and emotional well-being.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 maintain a written daily record of the names of the children being cared for on the premises and their hours of attendance 12/10/2016

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Due Date

 develop the systems for observation and assessment to accurately identify children's progress, and use this information to ensure activities are based on the children's next steps in their development. 12/10/2016

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Due Date

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

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Due Date

 make better use of information gathered about children's interests and abilities when they start, to influence future plans for their learning  build on the systems for monitoring and evaluating staff practice, to raise the quality of teaching and learning even higher.

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Inspection activities

 The inspector observed activities in the main base room and in the garden.  The inspector carried out a joint observation with the deputy manager, and checked evidence of suitability checks and qualifications of staff working with children.  The inspector sampled relevant documentation, including children's learning records, planning, and some of the setting's policies.  The inspector held meetings with the deputy manager and spoke with staff at appropriate times throughout the inspection.  The inspector took account of the views of parents spoken to during the inspection.

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Effectiveness of the leadership and management requires improvement

Staff do not accurately record children's attendance, as required. Despite this, staff are aware of their responsibility to keep children safe to support their well-being. Arrangements for safeguarding are effective. Staff maintain appropriate ratios and the premises are secure. Staff know the procedures to follow if they have concerns about the welfare of a child; this includes recent changes to safeguarding matters. This helps them to prevent children from being drawn into situations which put them at significant risk of harm. Leaders do not implement an effective system to monitor staff practice and to fully enhance their professional practice. This has led to weaknesses in assessment. For example, some omissions by staff to clearly identify children's next steps in learning have not been picked up quickly enough. Leaders generally reflect on feedback, such as from staff and parent questionnaires, to evaluate the setting's strengths and areas to improve.

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Quality of teaching, learning and assessment requires improvement

Staff gather some information from parents about children's interests, prior learning and their likes and dislikes before they start. However, staff do not use their initial observations and assessments effectively to plan precisely for each child as soon as they begin, to fully monitor their progress and learning experiences. Children have many opportunities to investigate nature and find out about the world they live in. For example, they enjoy observing and talking about the items brought in about autumn. Children are eager to use fruits and vegetables, such as in their messy play, to explore colours, textures and patterns.

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Personal development, behaviour and welfare are good

Children build effective relationships with their key persons and are confident in their surroundings. They are supervised well and kept safe as they play. Staff also complete safety checks to keep the environment safe. Staff recognise the importance of developing partnerships with schools to help support children's eventual move. They find out about the schools that the children are going to and welcome visits from teachers or attend events together at the local school. Children enjoy daily outdoor opportunities for exercise and energetic activities which support their development, such as exploring messy paint, negotiating bikes and scooters, and climbing. These activities enhance children's exploration and coordination skills for physical development.

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Outcomes for children require improvement

Overall, children are making steady progress, including those in receipt of early education funding. However, progress is not as good as it could be due to inconsistencies in the quality of assessment and learning. Nonetheless, young children develop some necessary skills for their continuing education. For example, children learn to listen and follow instructions well. They develop good social skills.

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Setting details

Unique reference number EY452693 Local authority Hampshire Inspection number 1074226 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 26 Number of children on roll 17 Name of registered person St. Paul's Pre-School C.I.C.

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reference number

Date of previous inspection 11 March 2014 Telephone number 07734 714001

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reference number

St Paul's Pre-School registered under its current ownership in 2012. It operates from St Paul's Church Hall, Tadley, in Hampshire. The pre-school opens during term time, from 9am to 3pm on Monday, Tuesday and Thursday, and from 9am to 1pm on the remaining weekdays. The pre-school receives funding for the provision of free early education to children aged two, three and four years. The pre-school employs six staff to work with the children; of these, four staff hold appropriate qualifications at level 3.

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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

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

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