St Nicholas Pre-School

St Nicholas Pre-School St Nicholas Church, Broadway, Bournemouth BH6 4EP

p.1

Inspection date 11 July 2019 Previous inspection date 10 February 2016

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 The owner/manager is very much part of the team and involves herself in all aspects of the service the pre-school provides. Staff use their individual skills effectively and work well together to provide good-quality care and teaching. n The owner/manager and staff provide a well-equipped learning environment, indoors and outdoors. Play spaces have been thoughtfully arranged and children make full use of the exciting opportunities that have been organised. n Attachments between staff and the children are well established and relationships are secure. Younger children thoroughly enjoy it when the staff follow their lead and join in their self-chosen activities. Older children talk to staff about the paintings and collages they make. n Staff work closely with parents and other professionals to meet the needs of individual children who attend. They share strategies to develop children's communication and

p.1

This provision is good

language skills. Parents say their children are very happy and that they are very confident in the care of the owner/manager and the staff. n Staff do not always make the best use of opportunities to encourage children to solve problems and think further. n The owner/manager does not make the best possible use of self-evaluation systems to identify areas for future improvements to their practice that particularly benefit children's future learning and development.

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 further extend learning, for example by using questions that challenge and make children think, to raise the quality of teaching to an even higher level n extend further the systems for self-evaluation to identify and develop areas that will have the greatest impact on outcomes for children's learning and development.

p.2

What the setting needs to do to improve further

n The inspector observed the interactions of staff with children. n The inspector viewed the indoor and outdoor environments. n The inspector looked at written documentation, including a sample of policies and procedures, risk assessments and staff training records. n The inspector spoke to children, parents and staff, and took their views into consideration. n The inspector carried out a joint observation with the manager.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The owner/manager ensures that all staff have a good knowledge of the safeguarding procedures to follow to help protect children's safety and welfare. They know who to contact to seek advice and raise and follow up concerns. The owner/manager deploys the staff well in all learning areas, including outdoors, to help ensure that all children remain safe. She is keen to keep the staff's knowledge up to date and skilled for their main roles and responsibilities. For instance, most staff hold current certificates in paediatric first aid and child protection. Recent training has helped staff to further refine the already good arrangements for observing children as they play, to help identify gaps in their development.

p.3

Quality of teaching, learning and assessment is good

Staff are knowledgeable about children's progress. They use their knowledge of how children learn to provide a range of different learning opportunities for them throughout the day. Staff support children to develop physical skills and confidence while using tools such as scissors and rolling pins to manipulate dough. They encourage children to use the dough in an imaginative way. For example, children pretend their dough shapes are either snails or a person's face. They show sustained concentration as they carefully manipulate a pair of scissors, working out how to gain control before successfully cutting into the dough. Staff know when to allow children to try things for themselves. For instance, children join their friends to experiment and see how different toy cars and trucks travel along guttering.

p.3

Personal development, behaviour and welfare are good

Staff establish clear boundaries, rules and routines. Children are happy and keen to engage in play when they enter the setting. They show consideration for their peers and behave well. Staff support children effectively to help them manage their personal care needs independently. For instance, children wash their own hands before snack time. Snack time is a calm and social occasion where children of all ages sit together and enjoy healthy snacks. Children have good opportunities to challenge their physical skills outside and explore different ways to move. For example, as they excitedly scoop up water using different sized containers, balance on stepping blocks and ride wheeled vehicles. Children visit the beach and local nature walks with staff regularly, which helps to extend their experience of the world around them.

p.3

Outcomes for children are good

All children make good progress in relation to their individual starting points. They gain good skills to support their future learning. Children learn to understand that mathematics has a purpose. For example, they enjoy counting the number of friends they have on their table at snack time and count the right number of plates and cups that they need. Children are developing their literacy skills well. For instance, younger children develop their skills in early writing as they participate eagerly in drawing and making marks on pieces of paper. Older children recognise their names independently during self-registration.

p.3

Setting details

Unique reference number EY481145 Local authority Bournemouth, Christchurch & Poole Inspection number 10076246 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 2 - 4 Total number of places 20 Number of children on roll 44 Name of registered person Ormesher, Wendy Catherine

p.4

reference number

Date of previous inspection 10 February 2016 Telephone number 07546 889868

p.4

reference number

St Nicholas Pre-School registered under new ownership in 2014. It operates from the church hall in St Nicholas Church, in Southbourne, Dorset. The pre-school operates on weekdays from 9am to 1pm during term time only. On Thursday the morning session runs from 9am to midday and there is an additional afternoon session from 1pm to 4pm. The pre-school is in receipt of government funding for free nursery education for children aged two, three and four years. A team of five staff, including the proprietor, work with the children. Of these, one has an early years qualification at level 6 and three have a level 3 qualification.

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