St Andrew's Pre-School

Inspection of St Andrew's Pre-School Pentland Road, Dronfield Woodhouse, Dronfield, Derbyshire S18 8ZQ

p.1

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

p.1

The provision is good

Children arrive at pre-school eager for their day to begin. They confidently leave their parents at the door and settle quickly. Children demonstrate positive attitudes to learning and eagerly join in with planned activities. For example, children are keen to engage in story time. They excitedly compare the size of the stick people, which they take turns to hold. Staff encourage children to use mathematical language such as 'taller than' and 'shorter than'. Children remember the story and confidently fill in the gaps which staff purposely leave out. Children behave well and are polite and respectful to each other. For example, they independently put a small step in front of the sink. Children tell staff that this is because they know that smaller children will not be able to reach the sink without it. They beam with pride as staff thank them for being kind.

p.2

The provision is good

Children are developing their small-muscle skills. For example, children enjoy making marks as they write letters to people. They carefully use pencils to draw lines and circles as they attempt to write their names. Children work together to fold the paper carefully and fit it into an envelope. They develop social skills as they talk with each other about how to use a hole puncher. Children persevere until they get the paper in the correct way. They show delight as they successfully punch holes in their letters. This activity supports children's early writing skills.

p.2

need to do better?

n Staff support children's developing physical skills. For example, children pretend to be different animals during group time. They stomp around the room as elephants and jump around pretending to be kangaroos. Staff introduce new challenge and ask children to be turtles. Children laugh as they try and move across the floor by pretending to swim. This helps to develop their muscle strength and coordination. n Staff provide well-organised indoor and outdoor environments which allow children to make independent choices in their play. Children are keen to do things for themselves. For example, when children want to build a doghouse, staff encourage them to problem-solve. This helps children to work out how to move the small pallets safely. n Children with special educational needs and/or disabilities are supported effectively, and staff monitor their development. Staff seek specialist advice to put early intervention plans in place so all children make good progress. Staff

p.2

need to do better?

run 'social groups' for children who need additional support with their communication and language skills. n Staff support children's developing language and communication skills well. For example, staff know that children have recently visited a museum. They ask thought-provoking questions to encourage children to share their experiences.

p.2

need to do better?

2 March 2022 Children eagerly tell staff about the statues they have seen. This supports children to become confident talkers. n Staff teach children what is expected of them during daily routines and activities. They are good role models who provide consistent guidance to children. Staff prompt children effectively when the routine is about to change. Children end their play and busy themselves by tidying away toys. They praise each other and say 'well done' when they have finished. n Staff know the children well. They understand what they want children to learn next and how to build on what children already know and can do. However, on occasion, staff do not support children to learn new skills, such as sitting and listening during group times. n Staff provide children with healthy meals. They use lunchtime as a learning opportunity and hold conversations with children. For example, children talk with

p.2

need to do better?

staff about planting and growing seeds. Children hold up their hands with excitement as they finish eating their vegetables. Staff praise them for being a 'vegetable superhero'. n Leaders and staff show genuine affection and care for the children. They capture the views of parents and children and spend time exploring improvements. For example, the manager is aware of the importance of good mental health in children. This has led to the introduction of meditation sessions which allow children to have quiet time and focus on their thoughts and feelings.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have a good understanding of the different types of abuse and the possible signs that may indicate a child is at risk of harm. They know what procedure to follow if they have concerns. They are confident in their knowledge of how to report concerns about another member of staff. All staff have completed relevant and up-to-date safeguarding training. The setting is secure and routinely checked to ensure the ongoing safety of children. The manager ensures that safer recruitment checks are conducted to ensure the ongoing suitability of staff working with children.

p.3

should:

n improve staff's skills in how to implement the curriculum to ensure all children are supported to learn as much as they can.

p.3

Setting details

Unique reference number 206862 Local authority Derbyshire Inspection number 10062456 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 30 Number of children on roll 51 Name of registered person St Andrew's Pre School Committee

p.4

reference number

Telephone number 07814 941 343 Date of previous inspection 15 July 2015

p.4

Information about this early years setting

St Andrews Pre-School is based in Dronfield Woodhouse, Derbyshire. It registered in 1992. The pre-school employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3 and one holds a qualification at level 2. The pre-school opens from Monday to Friday, term time only. Sessions are from 8am until 5pm, except for Thursday, when the opening times are 8am until 3.30pm. The pre-school provides funded early education for two-, three- and four- year-old children.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to them about their curriculum and what they want their children to learn. n Children spoke to the inspector about what they enjoy doing while they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

p.5

Inspection activities

n The inspector carried out a joint observation of a group activity with the manager. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector spoke to several parents during the inspection and took account of their views.

p.5

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.

p.5

Inspection activities

2 March 2022 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.

p.5

Inspection activities

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.6

Inspection activities

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.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6