St John's Pre-School

Inspection of St John's Pre-School St John's Centre, Greenway Road, Widnes, Cheshire WA8 6HA

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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

Children are greeted warmly on arrival and settle well into this welcoming pre- school. The new staff team is building positive relationships with the children and families. Children's emotional well-being is high, and they show that they feel safe and secure. For example, they are confident to speak to the inspector and explain what they are doing. Children have access to an outdoor area where they enjoy using larger equipment and bikes. Children are increasingly confident to carry out self-care tasks, such as putting on painting aprons and washing their hands before snacks.

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The provision is good

The setting provides a wide range of opportunities for children to explore, create and be curious. Children are motivated to learn, with older children keen to share what they know with other children. For example, explaining how to cut and curl a member of staff's hair in the 'hairdressers'. Children are well behaved; they understand the ebb and flow of the day, which helps them to feel safe. Children are polite and kind to one another.

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need to do better?

n Staff use what they know about children's interests to plan for their learning. Although, on occasions, staff do not adapt their teaching to take into account the changing needs of children and group dynamics. This means learning intentions are not always fully met to support children's learning to the highest level at all times. n Children receive high levels of praise and encouragement from staff. They beam in delight when they receive a 'high 5'. This successfully fosters the children's confidence and self-esteem. n The manager is very aware of the setting's strengths and areas of development. She is in the process of agreeing the final plans for a new outdoor area, and additional training for staff to support their acquisition of new knowledge and skills. For example, to enhance the mathematics curriculum. Staff's well-being is a key priority for the setting. n Children enjoy exploring the outdoor area. They gain climbing skills as they

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need to do better?

clamber over large equipment; they learn to balance as they walk along benches and stepping stones, and learn to ride bikes. Outdoor play, on occasion, lacks direction and does not take into consideration the needs of those children who learn best outdoors. n Staff are skilled communicators who model the correct use of language. For example, when a child refers to a dinosaur as a 'stegga', staff sensitively remind them that it is a 'stegosaurus'. Staff use effective questioning techniques which encourage children to predict what will happen next. Staff also act out words such as 'time' to extend the children's vocabulary.

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need to do better?

14 September 2022 n Staff are supportive of children with special educational needs and/or disabilities. They work with other agencies to ensure children receive the right support. Staff build on children's interests and create activities around this to help them gain new skills and knowledge. n Children thoroughly enjoy sensory and messy activities. Toddlers happily play with dough, moulding it into different shapes, and draw patterns in rice and pasta. Older children attempt to make marks and sound out letters, which helps them to develop pre-reading skills. Children are becoming adept at using a range of tools, such as pincers, to pick up the pasta; they use various beakers to pour and fill containers. n Children learn about the world through life events, such as: The Queen's Platinum Jubilee; holidays, and the birth of siblings. Staff help children to learn about the different cultures of children attending the setting. For example,

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need to do better?

learning key words in their home language. This helps prepare the children for life in modern Britain. n Children learn about the importance of healthy lifestyles and good oral health. Staff work with parents to promote healthy packed lunches, drinks, and snacks. n Parents are complimentary about the staff. They comment on their commitment to the children and the positive progress that their children are making because of being here.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff are knowledgeable about child protection. Staff are aware of the potential signs of abuse and the reporting systems in place. They are aware of the whistle-blowing procedures if they are concerned about a colleague. Staff attend regular training so that they can support the children and families in their care. The manager works in partnership with other agencies to further support children and families. Sound, safer recruitment practices mean children are cared for by suitable adults. Risk management strategies are sound and result in staff minimising perceived hazards in the environment effectively to keep children safe.

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should:

n help staff to consider the impact of group sizes and changes in children's needs during activities, and adapt their teaching to ensure learning intentions are fully met n support staff in ensuring that those children who prefer to learn outdoors have daily opportunities to develop their knowledge and skills in their preferred learning environment.

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Setting details

Unique reference number EY245131 Local authority Halton Inspection number 10254041 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 48 Number of children on roll 47 Name of registered person St Johns PCC

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reference number

Telephone number 0151 420 2942 Date of previous inspection 12 September 2017

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Information about this early years setting

St. John's Pre-School registered in 2002. The pre-school employs eight members of childcare staff, all of whom hold appropriate early years qualifications, ranging from level 2 to level 5. The pre-school is open term time only, Monday to Friday, from 9am to 3.30pm; sessions held are at 9am until midday, and 12.30pm to 3.30pm. A lunchtime session is held midday to 12.30pm for children who stay all day. 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 Ofsted carried out the inspection because of a risk assessment, following information we received about the provider. n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want children to learn. n The inspector and manager carried out a joint observation of a group activity during circle time. n Children spoke to/communicated with the inspector during the visit. n Staff were spoken to throughout the visit. n Parents shared their views on the setting with the inspector. 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.

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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 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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Inspection activities

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