St Marys Pre-School

St Marys Pre-School St Johns Hall, St Johns Way, Corringham, Essex SS17 7LJ

p.1

Inspection date 8 July 2019 Previous inspection date 20 October 2015

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n Children arrive happy and keen to start their day. Staff plan and provide a variety of exciting resources, activities and experiences for children, based on their interests and abilities. Children enjoy the activities, such as water play and the very popular mud kitchen in the outdoor play area, and join in enthusiastically. n Staff support children's communication and language skills well. They talk to children and encourage them in conversation, helping them to become confident talkers. They teach them new songs and ask questions to encourage children's listening, attention and speaking skills. n Staff provide good opportunities for children to develop their early reading skills. Children learn about the different sounds that letters make, and confidently blend them together to make simple words. n Children enjoy learning about the natural world through activities which help them understand about growth and change. For example, they look at leaves using

p.1

This provision is good

magnifying glasses. They explore the different leaf shapes and discuss how they feel. They use words such as 'smooth' and 'rough' to describe them. n The pre-school is well established within the community. Some staff have worked at the pre-school for several years. This helps to provide stability for parents and children. Parents say they are very happy with the care and education their children receive. n The manager does not make the best possible use of supervision meetings to monitor and evaluate staff's practice, and to focus on raising the overall quality of teaching to the highest level. n Although staff complete required training, there are no focused plans in place to enhance their professional development even further.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n build on the current arrangements for staff supervision that monitor and evaluate staff's practice and raise the overall quality of teaching even higher n develop more specific plans to enhance staff's professional development and drive the quality of provision to the highest level.

p.2

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 spoke with staff and children during the inspection. n The inspector completed a joint observation with the pre-school manager. n The inspector held a meeting with the pre-school manager. She looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to parents during the inspection and took account of their views.

p.2

Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. Staff have a good understanding of their roles and responsibilities in keeping children safe. They have completed relevant training and know what action to take if they have concerns about a child's welfare. Staff complete daily risk assessments to promote children's safety, and ensure they play in areas that are safe, both indoors and outdoors. Robust recruitment and induction procedures are implemented and help to ensure that staff are suitable. The manager and staff monitor children's progress to help them to quickly identify and address any possible gaps in their development. Self-evaluation is used to identify priorities for improvement for the benefit of children and families attending. Staff have established good partnerships with local teachers, which helps to support children as they prepare for their move on to school.

p.3

Quality of teaching, learning and assessment is good

The pre-school is set out with a range of resources and clearly defined learning areas. This helps children to lead their own learning. Staff interact positively and enthusiastically with children, which encourages them to enjoy learning. For example, staff encourage children to enjoy using different media, such as crayons, paint, foam and dough, to develop their mark-making skills. Staff know the children well. They talk confidently about children's interests and where they are in their learning. They differentiate the activities, depending on the age and stage of development of the children. Children's early mathematical skills are promoted well during daily activities and routines. They learn about number, shape and size through activities such as singing their favourite songs and rhymes.

p.3

Personal development, behaviour and welfare are good

Children and their families are warmly welcomed by the managers and staff. Staff are positive role models and encourage clear rules and boundaries to help manage children's behaviour. Children know what to expect during sessions and they behave very well. Staff speak to children in a calm and respectful manner and give lots of praise for their achievements. They ensure children follow good hygiene routines and eat healthy snacks. Children spend time outdoors each day and confidently use a variety of different resources and equipment. They thoroughly enjoy their music and movement sessions. Children learn about keeping themselves safe. For example, as they pretend to make dinner in the role-play area, they warn staff not to eat it straight away as it is hot.

p.3

Outcomes for children are good

All children, including those for whom the setting receives additional funding, make good progress from their starting points. They have fun and enjoy playing together. They learn to share and take turns and to be kind to each other. Children make choices about what they want to do and effectively manage their own care needs. Staff use daily routines to encourage younger children to recognise their name. Older children are encouraged to write their names and other simple words. They are proud of their efforts and eagerly show staff what they have done. Children develop key skills in readiness for school and their future learning.

p.3

Setting details

Unique reference number EY290992 Local authority Thurrock Inspection number 10072134 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 - 4 Total number of places 39 Number of children on roll 67 Name of registered person Sloman, Jacqueline

p.4

reference number

Date of previous inspection 20 October 2015 Telephone number 07800923224

p.4

reference number

St Marys Pre-School registered in 2004. The pre-school employs seven members of childcare staff. Of these, six hold appropriate early years qualifications at level 2 or above. The pre-school opens from Monday to Friday, term time only. Monday, Tuesday, Thursday and Friday sessions are from 8.30am until 2.30pm, Wednesday sessions are from 8.30am until 11.30am. The nursery 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.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.

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 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

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 monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5