St Jude's Preschool

St Jude's Preschool The Crypt St Jude's Church Hall, St Georges Road, London, SE1 6EZ

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Inspection date

Previous inspection date 1 November 2017 9 November 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Staff challenge children's learning effectively to help motivate them to explore. For example, they encourage children to add water to sand and learn to describe the similarities and differences between dry and wet sand. Children comment that 'it is cold' and 'it is the same colour'. Children develop as keen learners.  The manager and staff support inclusion. For example, they translate information for parents who speak English as an additional language. They provide opportunities for children to explore resources, such as books, in their home languages. All children build steadily on their communication skills and make good progress from their starting points.  Staff acknowledge and encourage children's positive behaviour. For instance, they praise them when they learn to share and take turns or listen and respond well to instructions. Children play cooperatively with each other and enjoy sharing their

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This provision is good

experiences.  Self-evaluation is effective. The provider has successfully addressed all actions and recommendations raised in the previous inspection. She has informed Ofsted of changes to members of the registered body.

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It is not yet outstanding because:

 Staff have not considered ways to continually build on the good assessment and planning processes further to extend children's learning even more.  Staff miss opportunities to fully support children to learn to do things for themselves on some occasions, such as lunchtimes.

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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

 consider further ways to continually build on the good assessment and planning processes so that they are rigorous and sharply focused on helping children achieve the highest standards  make better use of opportunities to help children learn to do things for themselves so they build further on their independence.

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Inspection activities

 The inspector observed the children and the interactions with staff.  The inspector viewed a sample of documents, including children's learning records.  The inspector held discussions with the manager and staff at appropriate times.  The inspector held a joint observation with the manager and assessed the arrangements for staff supervision.  The inspector took account of the views of parents and children.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager ensures that all staff understand how to identify and report issues that cause concern for children's welfare, including any extreme views and behaviours. She works effectively in partnership with relevant agencies to share information, seek advice and to ensure children's safety. The manager monitors the work of staff and volunteers regularly and supports their continued professional development. Staff use their knowledge and skills effectively, for instance, to improve the provision for children's mathematical development. The manager and staff know the children well and monitor their progress regularly. They complete required assessments, such as progress checks for children aged two years, to help identify and address any gaps in their learning successfully. The manager shares information effectively with parents and other early years providers to help support continuity in children's learning and experiences.

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Quality of teaching, learning and assessment is good

Staff support children effectively to help them build on their understanding of the world. For example, they encourage children to think about the different modes of transport that they would use to travel on land, water and in the air. They teach children to identify different places on a world map, such as the United Kingdom, Spain and Norway. Staff provide good opportunities for children to build on their mathematical skills. For example, children learn to sort objects by category, such as colours, and they learn to count how many objects they have in each set. Staff join in enthusiastically in children's play. For example, as young children play with toy models of animals they help them learn to make animal sounds. Children build on their imagination and creativity well.

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Personal development, behaviour and welfare are good

Staff work in close partnership with parents to help children learn about the importance of making healthy choices. Children know that some foods are not good for their teeth. Staff provide a range of opportunities to help support children to build on their physical skills. For example, children explore slides, see-saws and swings indoors and they practise walking on stilts outdoors. They learn to use one-handed tools such as scissors and tongs. They learn to manage body position to fit into small spaces, for instance, as they learn to crawl through a play tunnel. Children are confident and talk positively about their achievements. For example, they eagerly show others that they know how to ride a scooter. Young children form close emotional bonds with staff. For example, when they fall over they go to staff for a cuddle and they settle well when staff reassure them.

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Outcomes for children are good

Children build on their mark-making skills well. For example, older children learn to write their name and young children learn to trace over shapes, such as a square. Children build on their understanding of the use of technology. For instance, they press buttons on a calculator and observe the numbers as they appear on the screen. Children learn skills which prepare them well for the next stage in their learning and their move to school.

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Setting details

Unique reference number 107638 Local authority Southwark Inspection number 1078397 Type of provision Sessional 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 21 Number of children on roll 11 Name of registered person St. Jude's Playgroup Committee

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reference number

Date of previous inspection 9 November 2016 Telephone number 020 7928 4534

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reference number

St Jude's Preschool registered in 1994. It is in the London Borough of Southwark. The pre- school is open from 9am to midday each weekday and from 1pm to 3pm on Monday and Wednesday, during term time only. The provider receives funding for the provision of free early education for two-, three- and four-year-old children. Two members of staff and a regular volunteer work directly with the children. The staff hold level 4 qualifications in childcare and the volunteer holds a qualification 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

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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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