St Oswalds Pre School Group

Inspection of St Oswalds Pre School Group Rubery Community & Leisure Centre, Holywell Lane, Rubery, Rednal, BIRMINGHAM B45 9AD

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children arrive happily at the pre-school and are greeted by warm, kind and caring staff. Most children demonstrate high levels of confidence, which shows that they feel safe and secure. Where children require more emotional support because they are new to the pre-school, staff are forthcoming with offering comfort to help them to settle quickly.

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The provision requires improvement

There are inconsistencies in the quality of teaching. Children enjoy making play dough. They measure ingredients into cups and staff model mathematical language, such as 'heavy' and 'half'. Children are supported to count how many cups of different ingredients they pour into their mixture. Staff help children to learn new vocabulary when mixing the dough, such as 'squidgy' and 'sticky'. Other children are supported to weigh and count objects using balancing scales. Staff ask children questions to help develop their problem-solving skills. However, in contrast to this, when children play outdoors, staff do not consistently provide the same quality of interactions and support for children. Some children struggle to engage and spend time wandering aimlessly. Staff, generally, take a supervisory role while children explore freely. They are not responsive to children's emerging interests. This means that children who prefer to learn outdoors do not receive the same

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The provision requires improvement

quality of education and their learning opportunities are limited.

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need to do better?

n Managers have designed an ambitious curriculum that is focused on supporting children's learning and development to prepare them for the next stage of their learning. Staff share the managers' vision. However, the quality of educational opportunities provided for children is variable. n Children benefit from learning opportunities across the seven areas of learning and development. They develop physical skills through the use of tools to transport compost and water. Children practise their gross motor skills as they learn to ride scooters and bikes outdoors. This helps them learn to control their bodies. n Key persons know children well. They help build settled relationships with children. However, key persons do not consistently ensure that children receive learning opportunities that are tailored to meet their individual needs. For example, they do not identify what the most-able children need to learn next.

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need to do better?

Consequently, they do not plan challenging experiences to help all children make the best possible progress in their development. n There is not enough support for children who have developmental concerns or special educational needs and/or disabilities (SEND). Although staff identify gaps in children's learning, they do not implement successful strategies to help them make sufficient progress in their learning and development. Managers have not

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need to do better?

14 September 2021 accessed support from other professionals in a timely manner to help support their needs. As a result, these children sometimes struggle to engage, and their needs are not consistently met. This means they are at risk of falling further behind in their development. n Children, generally, behave well. They understand the expectations that staff have of them. They show respect for resources and share with their friends. Children play cooperatively with each other as they roll hoops to their friends to catch. This helps to support their personal, social and emotional development. n Parents speak highly of the pre-school. They comment positively on their child's experiences and state that staff are approachable and friendly. However, parents are not provided with accurate information about who their child's key person is. This impacts on the effectiveness of partnership working with parents

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need to do better?

to help meet children's individual needs. n Staff promote children's health and hygiene well. Children are encouraged to wash their hands regularly and before snack and mealtimes. They are able to choose what fruit they would like at snack time and are offered milk or water to drink. Children are provided with continuous access to the outdoor environment for fresh air and physical activity. n Staff receive regular supervision from managers. However, supervision does not focus on addressing the inconsistencies in teaching and practice. The manager has not identified specific training needs for staff to help raise the quality of teaching to at least a consistently good level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff and managers understand their responsibilities to keep children safe. They provide a safe and secure environment for children. Staff keep their safeguarding knowledge up to date and are alert to signs that may indicate a child is at risk of possible abuse. They understand their responsibilities to protect children from wider child protection issues. Staff and managers know the procedures to follow to report concerns of a safeguarding nature to local safeguarding partners. There are effective systems in place to assess the suitability of staff who have regular contact with children.

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Due date

14 September 2021 improve the arrangements in place to provide effective support for children with special educational needs and/or disabilities 12/10/2021

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Due date

improve the key-person system so that parents receive up-to-date information about who their child's key person is and ensure that every child receives tailored care and learning that meets their individual needs 12/10/2021

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Due date

provide staff with effective supervision that supports them to undertake appropriate training and professional development opportunities to ensure they offer quality learning and development experiences for children that continually improves. 12/10/2021

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Setting details

Unique reference number EY370158 Local authority Worcestershire Inspection number 10205812 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 16 Name of registered person St Oswalds Pre School Group Partnership

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reference number

Telephone number 07538775635 Date of previous inspection 1 December 2016

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Information about this early years setting

St Oswalds Pre School Group registered in 2008. The pre-school is located in the Rednal area of Worcestershire. The pre-school opens 9am until 2.30pm on Tuesday, Wednesday and Thursday, term time only. There are five members of childcare staff employed who all hold qualifications at level 3 or above. The pre- school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n We carried out this inspection as a result of a risk assessment, following information we received about this provider. n The manager and the inspector completed a learning walk to understand how the provision and curriculum are organised. n The manager and the inspector carried out a joint observation of an activity to evaluate the quality of teaching. n Parents and children spoke to the inspector about their views of the pre-school. n The inspector observed the quality of teaching indoors and outdoors to assess the impact this has on children's learning. n The inspector held a meeting with the manager and looked at relevant documentation and evidence of staff suitability.

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Inspection activities

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

14 September 2021 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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