St Paul's Pre School

Inspection of St Paul's Pre School St Pauls Church Hall, Ashby High Street, Scunthorpe DN16 2ND

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The setting is well organised and allows children to explore a range of well-planned activities. There is a good mix of adult-led and child-initiated experiences, designed to help children to develop across all areas of the curriculum. Children can choose to play indoors or outdoors as they develop their independence and explore in the safe and secure environment.

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The provision is good

Staff interact positively with children and help them to develop their knowledge and skills. Children play in the sand and describe what they are doing. They happily talk about past experiences, such as going to the beach, as they build sandcastles. Occasionally, staff are too quick to provide solutions and do not encourage children to negotiate and solve problems for themselves to help their critical thinking.

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The provision is good

The manager is ambitious and has a clear vision for providing high-quality, inclusive care and education to all children. Staff are passionate about giving children the best start in life. They are good role models and teach children right from wrong. A consistent approach is applied to help children to understand the expectations of their behaviour. For example, staff shake a tambourine to indicate it is tidy-up time. Children respond positively and help to tidy away the toys at the end of the session. Children are well behaved and polite. They are happy, confident and caring individuals, who have a positive attitude to learning. They form secure attachments with adults and each other.

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need to do better?

n Leaders and staff take time to get to know individual children and their families. They have high expectations for all children, including those with special educational needs and/or disabilities. The manager works closely with other professionals to ensure all families receive the support they need so that children can achieve their full potential. n Children learn and develop across a broad range of areas. Staff regularly assess what children know, understand and can do. They use this information well to decide what children need to learn next. n Staff use children's interests to enhance activities, while making sure their learning is the main focus. They introduce initiatives, such as a new story each week, to spark children's curiosity and love of books. During the inspection, they used the book 'Dear Zoo' effectively alongside an animal theme. Staff are animated as they read stories. They use a range of descriptive words to extend

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need to do better?

children's vocabulary. Children find different animals around the room and use these to supplement the story and bring it to life. Children are engaged. They join in with key phrases and anticipate what might come next. n Children develop their independence and self-care skills as they pour their own

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need to do better?

20 September 2019 drinks at snack time and choose from a selection of fresh fruit and vegetables or breadsticks. They talk about their favourite foods and the effect these have on their bodies as they learn about having a healthy diet. n Children enjoy their time outside and have plenty of opportunities to develop their physical skills. They build sandcastles, roll balls down tubes and climb in and out of containers as they pretend to sail a boat. They learn about the wider world and different people as they take part in community events, such as visiting the library and raising money for a local charity. n Leaders and staff reflect on the setting and are keen to make improvements that aim to enhance children's experiences. For example, the manager intends to develop the outdoor area to provide children with greater opportunities to learn about living things. n The manager has built good links with other professionals and early years

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need to do better?

providers. She regularly attends network meetings where she shares ideas and good practice to enhance the setting further. Staff complete regular training to keep their skills and knowledge up to date. This includes specialised training to help them to better support the children and families who attend the setting. n The manager monitors staff performance well. She supports the staff through completing regular supervisions, observing their practice and giving feedback to enhance their skills. She has identified that, at times, staff miss some opportunities to extend children's critical thinking and problem-solving skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff know what signs and symptoms might indicate a child is at risk of harm. They understand how to identify and report any concerns they may have about a child's welfare. The manager ensures staff keep their knowledge up to date and all staff are aware of wider child protection issues. When appointing new staff, the manager follows safer recruitment procedures to assure herself that staff are suitable and have the skills they need to fulfil their roles in the pre-school.

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should:

n strengthen the opportunities for children to negotiate and manage simple problems for themselves.

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Setting details

Unique reference number EY475708 Local authority North Lincolnshire Inspection number 10075793 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 to 3 Total number of places 24 Number of children on roll 21 Name of registered person St Paul's Pre School Ashby Limited

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reference number

Telephone number 07941 359992 Date of previous inspection 24 February 2016

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Information about this early years setting

St Paul's Pre-School registered in 2014. The pre-school employs four members of childcare staff. Of these, one is qualified at level 2, two are qualified at level 3 and the manager holds a level 6 qualification. The pre-school opens Monday, Tuesday, Wednesday and Friday during term time. Sessions are from 9am until 12.45pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the manager completed a learning walk in all areas of the pre-school to understand how the early years provision and the curriculum is organised. n A joint observation was carried out by the inspector and pre-school manager. n The inspector spoke with staff, children and parents at appropriate times during the inspection. n A meeting was held between the inspector and the pre-school manager. n The inspector looked at a sample of the pre-school's documents. This included evidence of staff's suitability and training.

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Inspection activities

20 September 2019 We carried out this inspection 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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Inspection activities

20 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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