St Peters Thundersley Preschool

St Peters Thundersley Preschool St Peters Church Hall, Church Road, Thundersley, Benfleet, Essex SS7 3HG

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Inspection date 20 March 2019 Previous inspection date 2 July 2015

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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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This is a provision that requires improvement

n The manager does not consistently monitor the effectiveness of teaching. Staff do not ensure that all children are challenged enough in their learning. Consequently, some children's learning is not fully supported, and some children do not make sufficiently good progress. n Staff do not ensure that all areas of the setting, inside and outside, are effectively risk assessed to identify all hazards and fully promote children's safety. n Children are not always engaged in purposeful play. The reorganisation of the learning environment at midday is not well planned and this means that children are kept waiting and they run around aimlessly.

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It has the following strengths

n The manager encourages staff to undertake regular training to support their continuous professional development. She supports those who want to undertake a professional qualification. n Staff plan activities to help promote the interests and learning needs of their key children. They introduce themes to encourage and motivate children to learn. They evaluate all activities to identify where improvements need to be made. n Staff provide regular feedback to parents about their children's learning. They share with parents the progress check for two-year-old children and ongoing termly progress reports. They provide activities for children to support their learning at home.

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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 monitor staff practice more effectively to improve the quality of their teaching and interactions with children to a consistently good level 29/04/2019

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What the setting needs to do to improve further

ensure all areas of the pre-school are effectively risk assessed to help identify, remove and minimise any hazards to children's safety. 29/04/2019

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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 review and improve the organisation of the learning environment and deployment of staff to help children become more fully engaged in purposeful play and learning at all times of the day.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector carried out a joint observation with the manager. n The inspector held discussions with the manager and spoke to staff and children. n The inspector took account of the views of parents by speaking with some of them during the inspection. n The inspector looked at relevant documentation, such as the suitability and qualifications of staff, children's developmental records and policies and procedures.

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Effectiveness of leadership and management requires improvement

The manager has some systems in place to monitor staff performance. However, these are not rigorous enough to support staff to improve the quality of their teaching and interactions with children. Ratio requirements are met overall, however, the manager does not deploy staff effectively in the pre-school to help ensure that children are purposefully engaged in learning at all times. The manager uses rigorous recruitment procedures to ensure the suitability of staff. Safeguarding is effective. Staff receive regular training in a range of safeguarding matters. They know how to identify and report any safeguarding concerns. Risk assessments are not always rigorous enough to identify all hazards that could affect children's safety as some unused items are left where children play.

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Quality of teaching, learning and assessment requires improvement

Most children make reasonable progress from their starting points. Regular assessments of children's development identify any gaps in their learning at an early stage. Children who experience delays in their development receive focused support and are referred swiftly to other professionals in partnership with parents. However, staff interaction with children is not always consistent and some children are not challenged enough. Staff engage children in conversation during activities and ask them questions to help to develop their thinking skills. They introduce new vocabulary to extend children's communication and language skills. They use visual aids, such as flash cards and picture boards, to support children who speak English as an additional language.

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Personal development, behaviour and welfare require improvement

Children are happy in the pre-school and settle well. They build trusting relationships with their key persons and this helps them to feel safe and secure. Staff promote positive behaviour well. For example, they use minute timers to help children learn to take turns and share and they teach them to be kind to each other. Children have opportunities to learn about each other's cultures and traditions. They find out about differences and similarities in people and communities. Staff teach children about healthy eating and promote their physical well-being, for instance, through the healthy snacks they provide and free access to outdoor play. Children discover nature and the natural environment when they participate in woodland adventures with specialist staff. Staff provide a wide range of activities and resources to meet children's learning needs. However, there are times when changes to routines and activities mean that children are

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Personal development, behaviour and welfare require improvement

not purposefully engaged in learning and they run around aimlessly. This does not make the most of the learning opportunities available.

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Outcomes for children require improvement

Children make some progress in readiness for school. For instance, older children begin to recognise the letters in their name. They trace lines on paper and practise early writing skills. Younger children enjoy finding out about size and shape as they play with construction toys. They learn to recognise numbers as they count out beans into numbered pots. Children are independent. They enjoy making choices in their play and learning. They enjoy listening to stories and looking at books with their friends.

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Setting details

Unique reference number 204000 Local authority Essex Inspection number 10062907 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 40 Number of children on roll 61 Name of registered person St. Peter's (Thundersley) Preschool Committee

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reference number

Date of previous inspection 2 July 2015 Telephone number 07948570545

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reference number

St Peters Thundersley Preschool registered in 1999. The pre-school is open on Monday and Thursday from 8.30am until 12.15pm and on Tuesday, Wednesday and Friday from 8.30am until 3.30pm, during school term time only. There are 11 members of childcare staff, eight of whom hold appropriate early years qualifications at level 3. 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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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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