St. Marks Pre-School

St. Marks Pre-School Somerset Road, Salisbury, SP1 3BL

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Inspection date

Previous inspection date 6 December 2016 18 September 2013

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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 leadership and management team has very clear lines of responsibility. It completes accurate self-evaluations and has a visionary action plan for the future of the pre-school.  Children enjoy a very interesting and stimulating environment, which excites and motivates them to learn in nearly all areas. Staff show a clear understanding of their role in supporting children during purposeful play.  Staff and parents establish a joint approach to support children's care and learning. For example, parents contribute to the children's initial assessment. They jointly discuss children's learning and development. Children typically make good progress.  The manager and staff monitor children's development regularly to ensure children make continuously good progress from the outset and those needing extra help receive it quickly.

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It is not yet outstanding because:

 Recently introduced systems have not had sufficient time to raise the quality of teaching to even higher levels to help improve children's outcomes still further.  At times, children are not as skilled in their reading and writing as they are in other areas of learning.

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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

 develop processes to enhance the quality of teaching to help children make even better progress  enhance opportunities for children to develop their early reading and writing skills.

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Inspection activities

 The inspector observed the children's play activities indoors and outdoors, and looked at the available resources.  The inspector held a meeting with the manager and chairperson about the effectiveness of leadership and management including self-evaluation methods.  The inspector spoke to some parents and took account of their views.  The inspector carried out a joint observation with the manager.

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Effectiveness of the leadership and management is good

The competent management team effectively leads the staff. Working together, they evaluate how successfully the provision supports children's progress. They plan their professional development to close any gaps in their knowledge. For example, to refresh staff's understanding of behaviour management or to strengthen aspects of the learning environment. Safeguarding is effective. Staff have a good knowledge of child protection issues and what to do if they are concerned about a child or staff member. Recent training includes protecting children from extreme views. There are effective systems for the safe recruitment of staff to ensure each person is suitable and fully aware of their duties. Staff liaise effectively with other professionals to support children if needed.

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Quality of teaching, learning and assessment is good

Staff know how young children learn in nearly all areas. Their teaching is well informed and generally effective. Accurate assessment of each child's development helps plan for future progress. Children's verbal communication and language is supported well through purposeful play and interactions. For example, two-year-olds take turns to select pictures of Christmas songs. They excitedly do the actions and sing elements of new songs they have learnt. Staff actively engage with children to enhance their learning. For example, they join in imaginative play with recyclable materials outdoors. All children enjoy learning experiences based upon their learning styles, interests and needs. For example, good use is made of the outside environment to extend children's learning.

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Personal development, behaviour and welfare are good

Parents and their children are warmly welcomed into a bright environment such as displays and photographs to capture what the children do. The key-person system is well embedded. Staff know each of the children's background and are sensitive and responsive to their care needs. Children's behaviour is good. Staff are positive role models to children who quickly learn about what is expected of them. Children are happy, confident and develop good social skills. The pre-school is an integral part of the wider community which helps them to learn and respect differences in others. Children enjoy physical challenges outdoors, gaining good coordination skills and exercise.

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Outcomes for children are good

Children develop a thirst for learning and are motivated to try new things. For example, they eagerly explore large pebbles in sand and water to find out what they can do. Older children talk with ease about how many children can go into the playhouse, looking at the numeral notice. They do simple number problem solving, when challenged. Those who need extra support with social skills learn to take part in small group time. Children leave with a good range of skills which helps them become ready for school.

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Setting details

Unique reference number EY457663 Local authority Wiltshire Inspection number 1063264 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 40 Number of children on roll 69 Name of registered person St Marks Pre-School Committee

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reference number

Date of previous inspection 18 September 2013 Telephone number 01722 330382

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reference number

St Marks Pre-School opened in 1970 and re-registered in new premises in 2013. A committee of parents manages the pre-school. The pre-school operates from dedicated premises in the grounds of Wyndham Park Infant School and St Marks Junior School in Salisbury, Wiltshire. The pre-school opens Monday to Friday from 9am to 3pm. There are currently 13 staff employed to work with the children. Of these, two have achieved an early years foundation degree and most of the others are qualified to level 3. The pre- school supports children with special educational needs and accepts funding for early years education for children aged two, three and four years.

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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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