St Joseph's Swans and Cygnets Pre-School

St Joseph's Swans and Cygnets Pre-School 125 Newtown Road, Malvern, Worcestershire, WR14 1PF

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Inspection date

Previous inspection date 16 November 2017 9 May 2017

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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

 The committee and management team are clearly focused on securing improvement and there are clear action plans in place to develop the service even further. Since the last inspection, robust systems have been introduced to prioritise safeguarding issues and the vetting of committee members.  Staff work closely with parents and offer good guidance and support to families when they need it most. Staff quickly identify gaps in children's learning when they first start and work well with parents to help children make good progress.  The quality of teaching is good and staff use a good range of strategies to promote children's communication and language skills.  Staff place a strong focus on getting to know children and their families and promoting children's emotional well-being. Routines are organised well to help children increase their independence and self-care skills.  The manager works alongside staff and offers good support and direction to staff.

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This provision is good

 There are strong partnerships with the on-site school and the local schools children move on to, to share information about children's care and learning.

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It is not yet outstanding because:

 Staff do not consistently provide a rich range of activities to enthuse children's learning further in mathematics and literacy, to help them to make the best possible progress.  Staff do not meticulously use the information gained from children's assessments to plan highly challenging activities that help children make the best possible progress.

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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

 make even better use of the information gained from children's assessments to plan highly challenging activities that help them make high rates of progress  provide a rich range of activities to motivate children's learning even further in their mathematics and literacy, to help them make the best possible progress.

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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 carried out a joint observation with the manager.  The inspector held a meeting with manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school.  The inspector spoke with staff and children at the pre-school during the inspection.  The inspector spoke to parents during the inspection and looked at parent feedback surveys, taking account of their views.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. All staff are trained in child protection issues and know the procedure to follow if they have a concern about a child. Staff have a secure understanding of wider safeguarding issues and work closely with other professionals working with the families. The committee members receive an induction when they start and benefit from training to ensure they are clear about their roles and responsibilities. Regular committee meetings and staff meetings are held to share information and keep the whole team up to date and involved in the decision-making process. Parents report high levels of satisfaction. They are impressed by the progress their children make in increasing their confidence and speaking skills. They also value the advice and support they receive on issues, such as managing their children's behaviour.

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Quality of teaching, learning and assessment is good

Staff plan around children's interests and use an interesting range of topics and experiences to capture their imagination. For example, the current topic is focused on children learning about colour and shape through using a variety of media and materials. Staff creatively use a range of popular books to reinforce learning, and children enjoy story and singing sessions. Staff prioritise children who speak English as an additional language and those with speech and language delay to help close gaps in their learning. For example, staff use sign language along with words to help them communicate and also provide good one-to-one support.

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Personal development, behaviour and welfare are good

Staff place a strong focus on closing gaps in children's personal, social and emotional development. For example, staff support children well to learn how to manage their feelings and provide ample opportunities for them to increase their independence and self- care skills. Staff provide good first-hand experiences to help children learn about keeping safe and healthy. For example, children have had visits from the dentist, paramedics and guide dogs for the blind. Children learn about the role of the emergency services, oral health and foods which are healthy for their bodies. Children talk about the healthy options in their lunch boxes and which foods are high in sugar. Staff have close relationships with children, who enjoy their company.

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Outcomes for children are good

Children make good progress from their starting points and acquire the key skills required in preparation for school. Children show good levels of enjoyment and concentration during group times. For example, children warmly greet each other as they sing the hello song and are active during the physical session as they learn to move their bodies to music. Children learn to recognise their names and begin to learn about letters of the alphabet and the sounds they represent. For example, children sound the initial sound of their own and others' names and quickly identify their names on their placemats. Children easily follow instruction and learn to count and recognise numbers during mathematical games. Children learn about their own and others' families and talk about their emotions.

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Setting details

Unique reference number 205299 Local authority Worcestershire Inspection number 1099389 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 5 Total number of places 20 Number of children on roll 18 Name of registered person St Joseph's Swans and Cygnets Pre-school Committee

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reference number

Date of previous inspection 9 May 2017 Telephone number 01684 573016

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reference number

St Joseph's Swans and Cygnets Pre-School registered in 1992. Sessions are from 8.30am until 3.30pm, Monday to Friday, during term time only. The pre-school provides funded early education for two-, three- and four-year-old children. It employs seven members of childcare staff. Of these, one holds early years professional status, one holds qualified teacher status, and three hold an appropriate early years 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

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

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