St Peters Preschool

Inspection of St Peters Preschool St. Martins C Of E Primary School, Spring Hill, Weston-Super-Mare, Somerset BS22 9BQ

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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 Not applicable

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The provision is good

Children are happy and have a good sense of belonging at the pre-school. Staff warmly welcome the children which helps them to feel safe and secure. Children make wonderful friendships. They practice their social skills as they engage in make-believe play. For example, they pretend to make drinks and food to share with each other. Children are confident and curious. They introduce themselves to visitors, ask questions and talk proudly about the things they can do. For instance, they gain the attention of adults to show a tall tower they have built. Staff praise children for their achievements, which motivates them even further. This helps to support the good progress children make. Children show positive attitudes to learning and they respond well to the requests of adults. Children learn to become independent in self-care tasks, such as wiping their own noses or pouring their own drinks.

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The provision is good

Children benefit from a broad and balanced curriculum of activities. Staff encourage parents to share their observations of children's learning at home. This helps staff tailor the provision to children's interests to extend children's learning further. Due to the COVID-19 pandemic, parents do not routinely enter the pre- school to help minimise spread of the virus. Nonetheless, parents say they feel well informed of their child's progress. Staff update parents with children's progress using an online platform, along with daily feedback.

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need to do better?

n The manager and her team have formed effective relationships with the school staff on the adjoining school site. They work closely with them to identify and support children to gain helpful skills needed for school. Children have lots of opportunities to familiarise with new teachers. They visit their new classroom for activities, such as story time. This prepares children well for the next stage in their learning journey and promotes a smooth transition to school. n Overall, children's behaviour is good. They are kind and respectful to each other and are keen to help with tasks, such as tidying away toys or sweeping up sand. However, staff do not always respond to unwanted behaviour in a timely way. On occasion, they can be inconsistent with helping children to learn how to conduct themselves. For instance, children sometimes run around inside and climb on furniture. This can disrupt other children, and therefore impact on their

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need to do better?

learning. n Children have lots of opportunities to practise and develop their early writing skills. This is well sequenced by staff who provide plentiful resources to support this. For example, children gain the foundations of early writing skills as they use mark-making implements in small-sand trays. Older children progress on to form some recognisable letters and learn to write their name.

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need to do better?

13 July 2022 n Staff provide activities that capture children's attention and inspire them to explore. For example, children show curiosity as they investigate natural resources, such as shells and pebbles. They show high levels of concentration as they pour water through funnels and watch it cascade. However, staff do not always maintain the interests and attention of boys, including during group time activities. They sometimes lose focus, become restless and wander around. This reduces their engagement in learning. n Children enjoy many opportunities to develop their physical skills. They participate in activities that support large- and small-muscle skills and coordination. For example, children use their core strength to manoeuvre wheeled toys. They develop their coordination by balancing along beams and using the climbing equipment. Children squeeze pipettes in the water which helps to strengthen their hand muscles.

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need to do better?

n Staff provide opportunities for children to develop awareness of diversity and the wider world. Staff liaise with parents and seek information about children's home culture, incorporating it into learning. For instance, children enjoyed celebrating Eid. They tasted cultural dishes provided by a parent. This helps children to learn about the lives of others and the world around them. n Staff support children's communication and language skills well. They work alongside children, commenting on and narrating their play which extends their learning. For example, staff model the names of different animals and explain what fossils are and where to find them. This helps children to increase their understanding and vocabulary, as they are exposed to new words and concepts.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are fully aware of their roles and responsibilities to protect children in their care from harm. Managers and staff undertake regular safeguarding training to help them recognise the signs and symptoms of when a child may be at risk of abuse. Staff know the reporting procedures should they become concerned about the welfare of a child. They are also aware of the wider safeguarding issues, such as how children may become subject to extreme or radical views. Staff know the actions to take should they become concerned about the conduct of a colleague.

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should:

n strengthen the planning of activities to ensure all children, particularly boys are fully engaged and their learning is sufficiently challenged n ensure all staff consistently help children to understand the type of behaviour that is expected of them.

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Setting details

Unique reference number 2549893 Local authority North Somerset Inspection number 10215696 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 29 Number of children on roll 29 Name of registered person Palfrey, Gillian Kay

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reference number

Telephone number 07963 279251 Date of previous inspection Not applicable

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Information about this early years setting

St Peters Pre-school registered in 2019. It operates from a reception classroom at St Martins School, Weston-Super-Mare. The pre-school opens Monday to Friday, from 8.45am to 2.45pm, term time only. It receives funding to provide early years education for children aged two-, three- and four-years-old. The pre-school employs four members of staff. Of these, one holds an appropriate early years qualification at level 6, and three hold a qualification at level 3.

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Inspection activities

n This was the first routine inspection the setting 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 spoke to parents and took their views into consideration. n Both the inspector and a manager carried out a joint observation of staff teaching and evaluated it together. n Discussions were held between managers and the inspector to evaluate the leadership and management of the setting. n The manager led the inspector on a learning walk and discussed how they organise the curriculum.

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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

13 July 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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Inspection activities

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