St Peters Pre-School

St Peters Pre-School Mountsorrel Cricket Pavilion, Little Lane, Mountsorrel, Leicestershire, LE12 7BH

p.1

Inspection date

Previous inspection date 14 March 2017 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Effective deployment of staff and a well established key-person system help children to form strong, secure, emotional attachments. Children show high levels of confidence and participate in activities with enjoyment.  Children's behaviour is good. Staff are good role models. They give clear guidance about expected behaviour. Children share, take turns, cooperate and play together well.  The manager frequently monitors children's assessments and progress. She ensures additional funding is utilised effectively to help all children to make at least good progress.  There is good partnership working with external organisations. Staff are proactive in contacting other professionals to establish support for children who may be at risk of a delay in their learning.  Children's transitions to school are supported well. Staff have developed good links with children's future schools. They support children well to ensure they are emotionally

p.1

This provision is good

prepared for their eventual move to school.

p.1

It is not yet outstanding because:

 Staff do not always make effective use of relevant opportunities where they can model language or use commentary to support the development of speech for some children.  Staff's professional development is not yet fully focused on raising the quality of practice to an outstanding level.  There are not enough opportunities for children to deepen their understanding of diversity.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 increase the effectiveness of staff in making best use of every opportunity to support the development of children's speech  strengthen procedures for staff's professional development to raise the quality of teaching to outstanding  provide further opportunities for children to learn about diversity as they play.

p.2

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 spoke with staff and children during the inspection.  The inspector completed a joint observation with the pre-school deputy.  The inspector held a meeting with the pre-school manager and deputy. She looked at relevant documentation and evidence of the suitability of staff working in the pre- school.  The inspector spoke to a small number of parents during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. All staff are trained in child protection procedures and their knowledge and understanding is up to date. Risk assessments are robust and staff are deployed effectively both indoors and outside. This helps to ensure children's safety and welfare. The manager and staff work effectively as a team and they have a shared drive and commitment to succeed. Parents are encouraged to be involved in their children's learning and care from the point of entry. They are given ideas of how to support their children's learning at home. Parents speak very highly of the welcoming staff and provision. Staff make good use of self-evaluation to help plan improvements to the pre-school.

p.3

Quality of teaching, learning and assessment is good

Staff know children well and use this knowledge to plan and tailor the environment to match their individual needs and interests. Staff make detailed observations. This helps them to accurately evaluate and assess children's development and next steps in learning. Children display good levels of imagination. They work together to hunt for treasure using a map that staff have made for them. When outdoors, they use magnifying glasses to spy on a popular book character, who they say is 'hidden in the trees'. Children enjoy being creative and handle and use a range of tools well, with growing confidence and safety. For example, they cut paper, use small and large brushes and play dough cutters. Children show good control and hand-to-eye coordination as they use bricks to build towers and work together to make a large construction.

p.3

Personal development, behaviour and welfare are good

Children enter the setting with confidence. Those that are more reluctant are given good care and attention and soon settle to the range of interesting activities on offer. Although accessible space is not vast, this is organised well to enable children to take part in a broad range of activities that offers challenge to all age groups and abilities. Children's good health is supported through routines and appropriate snacks and drinks. They know to wash their hands after messy play and using the toilet and do so independently. Staff work in close partnership with parents to ensure that packed lunches children bring are healthy and reflect a balance of all food groups. Children talk about the impact that food and drinks have on their body. They say, 'milk makes me grow big and strong' and that 'lots of chocolate is bad for your teeth'. Children learn to keep themselves safe as they remove obstacles from the floor. Children spend plenty of time outside in the fresh air to

p.3

Personal development, behaviour and welfare are good

develop their physical skills and continue their learning.

p.3

Outcomes for children are good

All children make good progress in all areas of development in relation to their starting points. This includes children who benefit from funded education. Children become independent in their personal care and self-help skills. They put on and take off their own coats, pour their own drinks and use tissues appropriately. Children begin to recognise print as they find their own name card when they enter the setting. Children are confident and ready for their next stage in learning.

p.3

Setting details

Unique reference number EY489850 Local authority Leicestershire Inspection number 1014916 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 26 Name of registered person Early Years Preschool Limited

p.4

reference number

Date of previous inspection Not applicable Telephone number 07877785197

p.4

reference number

St Peters Pre-School was initially registered in 2010, re-registering in 2015. The pre-school employs seven members of childcare staff. Of these, all hold appropriate early years qualifications at level 3 or above, including one with qualified teacher status. The pre- school opens on Monday to Friday, during term time only. Sessions are from 9am to 3pm.The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5