St Francis Pre-School

St Francis Pre-School Valentine Primary School, Valentine Avenue, Sholing, SOUTHAMPTON SO19 0EQ

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Inspection date 10 September 2018 Previous inspection date 21 March 2018

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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

n The leaders have started to track children's progress but the monitoring of staff teaching practice is not effective. Consequently, teaching across the team is variable, including how to teach early writing skills. n The assessment and planning links are not secure enough, which means individual learning targets are not consistently good, particularly during adult-led activities and for children who have special educational needs (SEN). n The organisation and deployment of staff during small-group time are not consistently good. On occasions, the needs of children who are not involved in these activities are not completely met. n Not all parents receive specific information about how they can support their child's learning at home.

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It has the following strengths

n The leaders have an accurate knowledge of their points for improvement and have made some progress since the last inspection to address the weaknesses identified. n The leaders helped staff to increase their knowledge of child protection issues through effective training. They have clear procedures for the recruitment, vetting and induction of new staff. n Overall, children feel safe, happy and build generally good relationships with staff. They demonstrate good behaviour and show a positive attitude to learning. n Staff know the children well and some interaction during freely chosen play is effective. The learning environment outdoors is stimulating and encourages active play and exploration, which children enjoy.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve the monitoring of staff teaching practice to raise standards in teaching and help children develop higher learning outcomes 26/10/2018

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What the setting needs to do to improve further

improve the use of assessment to ensure learning priorities are clear, particularly during the planning of adult-led play activities and for children who have SEN 26/10/2018

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What the setting needs to do to improve further

improve the organisation of small-group teaching activities and the deployment of staff, making sure it is fully effective to meet children's needs completely. 20/09/2018

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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

n strengthen working in partnership with parents, linking the learning to home n develop the staff understanding of teaching early writing skills.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke to children, observed play activities indoors and out, looked at available resources and read relevant documentation. n The inspector held discussions with the lead practitioner and provider about leadership and management, including self-evaluation and improvement methods. n The inspector spoke to some parents and took account of their views. n The inspector carried out a joint observation with the lead practitioner.

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Effectiveness of leadership and management requires improvement

The new lead practitioner is actively reviewing the quality of provision and identifies some areas for improvement. She has developed a clear system to monitor children's progress. However, the monitoring, ongoing support and training of staff in their teaching methods are not consistently good. Safeguarding is effective. Staff have a secure knowledge of the procedures to follow in the event of a welfare concern about a child. All staff have an up-to-date knowledge on protecting children from extreme views. The provider follows robust recruitment procedures that help ensure staff are suitable. Staff work well with the local school to help children move on. They link with other professionals to share information to help provide for children's learning. Although staff develop some positive relationships with parents, not all staff actively support them to build on children's learning at home.

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Quality of teaching, learning and assessment requires improvement

A variety of learning experiences is provided for children but the quality of teaching is not consistently good throughout the day. The staff are not using their assessments well enough to ensure experiences are targeted to children's individual learning priorities, including those who have SEN. Some staff provide children with challenging learning experiences, such as when they repeat the words in a favourite book and ask children to find the animal from the basket of animals. They encourage talking during small-world play and model different vocabulary linked to zoo experiences. Staff encourage children to mix and explore paints, using brushes. On occasions, particularly during adult-led activities and small-group times, unclear learning objectives and staff who are not deployed effectively affect children's rate of progress.

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Personal development, behaviour and welfare require improvement

Children form strong bonds with their key persons, particularly new, unsettled children. Although some staff offer comfort and support to upset children, the leaders sometimes lack knowledge and skill in what to do when children require emotional comfort, while waiting to go home. Overall, children feel safe, happy and enjoy their time at pre-school. They behave well and are learning to share and to treat others with respect. Children who learn best outside, routinely have access to a wide range of outdoor learning opportunities to help them reach their potential. Children are developing personal independence in readiness to their move to school, such as when they use the toilet independently and wash their hands before eating.

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Outcomes for children require improvement

Not all children are consistently supported to make good progress. Nonetheless, children gain the basic skills they need for their future life. Children are developing their talking skills and older children show an interest in counting on from a given number and combining numbers. Children enjoy the space and play resources outdoors, playing, climbing and using wheeled toys in the fresh air. They explore the properties of sand and water, and natural materials in the mud kitchen, using their hands and some resources. Although they have opportunities to make marks on paper, some staff lack a good teaching approach on how to teach early writing skills.

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Setting details

Unique reference number EY404890 Local authority Southampton Inspection number 10057084 Type of provision Sessional day care

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childcare on non-domestic premises Age range of children 2 - 4 Total number of places 40 Number of children on roll 42 Name of registered person Street, Susan Anne

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reference number

Date of previous inspection 21 March 2018 Telephone number 07967724085

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reference number

St Francis Pre-School registered in 2009. It operates from a classroom in Valentine Primary School, in the Sholing area of Southampton. The pre-school employs nine members of staff. Of these, seven hold appropriate early years qualifications at level 2, 3 and 4. The setting is open from Monday to Friday during school term times. Sessions are from 7.45am to 11.45am and from 12.30pm to 3.30pm. There is also a breakfast club and a lunch club. The pre-school provides funded early education for two-, three- and four- year-old children.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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