St. Thomas More Montessori Pre School

Inspection of St. Thomas More Montessori Pre School St. Thomas More Catholic Primary School, South Road, SAFFRON WALDEN, Essex CB11 3DW

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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 Outstanding

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The provision is good

Children arrive happy and eager to enter the nursery. They understand the daily routines. On arrival, they choose what they would like to have for lunch and find their name card. Children of all ages enjoy playing outdoors together. This helps younger children to make a smooth move into the pre-school room when the time comes. All children develop good physical skills. Younger children successfully negotiate space, and older children assess their own risks as they balance on raised lengths of wood. Children understand what is expected of them. They confidently select their chosen activity from the rich range of resources and know to return it when they have finished. Older children make visitors feel welcome as they draw pictures for them.

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The provision is good

Younger children smile with delight as they explore the texture of dried cereal with their hands. They push toy vehicles through the cereal and are fascinated by the crunching sound. Older children have vivid imaginations. They pretend to cook lunch for their favourite superhero, using real vegetables., and work out how to defrost frozen peas by holding them in their warm hands. Staff's effective use of questioning motivates children to talk about previous experiences and use descriptive language. Younger children eagerly choose a song spoon. They join in with some words and actions to their favourite songs.

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need to do better?

n Staff provide a broad curriculum which follows children's interests and builds on what they already know and can do. This enables them to make good progress. Staff conduct regular assessments and ensure that any gaps in children's learning are swiftly identified and addressed. They consider children's prior learning as they interact with them in positive ways during their play. Staff encourage children to compare the difference between the roots of a runner bean plant that they nurtured from seed several weeks ago, and young cucumber plants. Children learn what these plants need to thrive as they re-pot them into a larger container outdoors. n The manager provides staff with a very good level of support to build on their knowledge and skills. Regular supervision meetings help to identify and support staff practice. Staff complete regular training. There is a strong focus on sharing new knowledge with the whole team. Key points are displayed on the knowledge

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need to do better?

wall for easy reference. Recent training has had a positive impact on children's engagement in storytelling outdoors. n Staff support older children to be well prepared for the move on to school and their future learning. Children are highly independent. They confidently change into their outdoor footwear, apply sun protection cream, and know to wear their sun hat before playing outdoors on sunny days. Children prepare their own

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need to do better?

17 May 2022 snack and serve themselves nutritious meals. They clear away their china plate and glass when they have finished. Children talk about the importance of handling these items safely. They explain that if they accidently smash a plate or glass, they step away and politely ask a member of staff to clear it up. n Staff manage children's minor disagreements calmly. They talk to children about the importance of taking turns. Some older children are beginning to regulate their own behaviour. n Children with special educational needs and/or disabilities are well supported. The special educational needs coordinator is knowledgeable in her role. She works in partnership with parents and outside agencies to agree specific strategies to support children's progress. Staff place a high priority on providing an inclusive environment to ensure all children can access the activities. n Staff provide children with opportunities to learn about similarities and

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need to do better?

differences between themselves and others. These reflect the cultural backgrounds of children attending. However, they do not fully support children who speak English as an additional language to use their home language during their play, to enhance their speaking skills. n Staff work in partnership with parents to gather information about their children's home life and experiences. They keep parents informed of their child's progress in a variety of ways and provide ideas to further support their learning at home. Parents comment that staff have a natural affinity with children. Staff work in partnership with most staff at other settings that children attend. However, they are not yet successful in developing working partnerships with all other settings to support all children's continuity in learning effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff understand their responsibilities to ensure that children are safe. Staff complete regular training to continue to strengthen their knowledge of child protection. They have a broad understanding of safeguarding issues. Staff know how to report any concerns they have about children's welfare, including to agencies outside of their organisation. Additionally, they know what to do if they have a concern about a colleague's conduct. The manager follows robust recruitment procedures to ensure that those they employ to work with children are suitable.

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should:

n enhance opportunities for children to hear and use their home language n develop partnerships with all other settings that children attend, to promote continuity in children's learning and development.

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Setting details

Unique reference number EY372721 Local authority Essex Inspection number 10127396 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 34 Number of children on roll 61 Name of registered person Wisbey, Michelle Deanna

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reference number

Telephone number 07811 441615 Date of previous inspection 13 May 2016

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Information about this early years setting

St. Thomas More Montessori Pre School registered in 2008 and is situated in Saffron Walden, Essex. It follows the Montessori approach. The pre-school is open from 8.30am until 3.30pm, Monday to Friday, during school term time. There are 11 staff members who work directly with the children. Of these, four hold qualified teacher status and four hold relevant childcare qualifications from level 2 to level 6. 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 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 and the manager completed a learning walk across all the areas of the pre-school to understand how the curriculum is organised. n A joint observation of an activity was carried out by the inspector and the manager. The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning. n The inspector held a number of discussions with staff at appropriate times during the inspection and also spoke to children. n The inspector held a meeting with the manager. She looked at relevant documentation, such as evidence of the suitability of staff working in the pre- school. n The inspector took account of the views of parents spoken to on the day and

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Inspection activities

their written feedback. She discussed with the manager how she reflects on the service she provides.

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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

17 May 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.

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Inspection activities

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Inspection activities

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