St Catherine's Pre-school

St Catherine's Pre-school St Catherine's Pre-school, Wittenham Avenue, Tilehurst, Reading, Berkshire, RG31 5LN

p.1

Inspection date

Previous inspection date 14 March 2018 14 March 2017

p.1

3

Previous inspection: Requires Improvement

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

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

 The arrangements for staff supervision and development are not robust enough to ensure that all staff have suitable skills and experience to fulfil their roles effectively.  Staff do not precisely tailor their support or plan to help children work towards their next steps in learning quickly enough. They do not effectively support children who are behind expected developmental levels to catch up in readiness for school.  The committee does not effectively monitor the progress of different groups of children or promptly identify any gaps in their learning. Children make steady rather than good progress overall.

p.1

It has the following strengths

 The manager provides strong leadership. She keeps staff up to date with new legislation and practice ideas. The accuracy with which staff complete assessments has improved and they have a wider safeguarding knowledge.  Staff interact in a friendly, caring and very positive manner, supporting children's self- esteem and emotional well-being effectively. They help children learn about staying safe and making healthy choices.  Parents speak positively about the pre-school and the kind and caring staff. They are given ideas on how to support learning at home. The pre-school have established suitable partnerships with the local school to support children's transitions.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 ensure arrangements for staff supervision are effective in providing support, coaching and training and enable staff to discuss any issues, particularly concerning children's development or wellbeing 18/04/2018

p.2

Due Date

 raise the quality of teaching, so that all staff use what they know about children's next steps to provide high-quality learning experiences, which are consistently engaging, challenging and based on children's individual interests 18/04/2018

p.2

Due Date

 monitor the educational programmes and quality of teaching effectively to identify and target weaker aspects of children's learning, including areas where children may be slow to develop key skills, so they are supported to catch up. 18/04/2018

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 of teaching with the manager.  The inspector held a meeting with a manager, special educational needs coordinator and chairperson.  The inspector spoke to a number of parents and children and took account of their views.

p.2

Effectiveness of the leadership and management requires improvement

Safeguarding is effective. Staff understand their role to protect children, including the wider aspects of safeguarding, such as protecting children from the risk of exposure to extreme views and behaviours. The manager, who is also the designated safeguarding lead, works very effectively with partner agencies to safeguard children. The committee has set appropriate priorities for improvement and have made some progress meeting the actions set at the last inspection. However, they have not developed methods to effectively monitor the progress of different groups of children. Staff receive some training and review their performance with the manager. For example, they have access to training opportunities and have improved the assessment arrangements. However, professional development opportunities and monitoring of staff practices are not fully effective to provide consistent support for them to improve their interactions with children

p.3

Effectiveness of the leadership and management requires improvement

to a consistently good level. In addition, some staff are not effective in their lead roles, which impacts on the support they provide for some groups of children.

p.3

Quality of teaching, learning and assessment requires improvement

Although the majority of staff are well-qualified, they do not challenge children sufficiently in their play. For example, staff supervise children, rather than precisely tailoring their teaching to support children's continued good progress. Staff make observations of children's learning and share these with parents. However, they do not use these successfully to plan activities that support their individual needs and interests to achieve better outcomes. Children take part in a range of activities that are led by staff. These do not successfully promote children's creativity or thinking skills as staff are overly focussed on the end craft product. Nevertheless children enjoy making up their own games and show great imagination as they play in the home corner or run around outdoors. They make marks with chalk on a board and dig for treasure in the sand.

p.3

Personal development, behaviour and welfare require improvement

Weaknesses in the teaching and planning mean that older children do not sustain their concentration as well as possible and some complain that they are bored. However, children are generally happy and settle well. They are curious and show confidence as they talk to a visitor. Staff sensitively support children to manage their feelings and behaviour. They support children's health effectively and help them to learn about good hygiene practices. Children enjoy outdoor play and show confidence as they take reasonable risks, such as climbing and balancing on the equipment.

p.3

Outcomes for children require improvement

Not all children make enough progress due to inconsistent teaching and lack of robust monitoring. Nevertheless, overall, children gain the basic skills needed in readiness for their eventual move on to school. Most children are confident, active and independent learners. They join in readily at group times and behave well. Children develop friendships and enjoy the company of their friends. They develop independence as they make choices in their play and some older children recognise their names in print.

p.3

Setting details

Unique reference number 110745 Local authority West Berkshire (Newbury) Inspection number 1096807 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 - 5 Total number of places 40 Number of children on roll 39 Name of registered person St Catherine's Pre-School Committee

p.4

reference number

Date of previous inspection 14 March 2017 Telephone number 07745 909 348

p.4

reference number

St Catherine's Pre-School registered in 1992. The pre-school employs nine members of childcare staff. Of these, all but one hold recognised childcare qualifications. The pre- school opens Monday to Friday during school term times. Sessions are from 7.45 am until 12 midday Monday to Friday, with a lunch club and afternoon session until 3pm on Tuesday, Wednesday and Thursday. 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