St. Peter's Pre-School, Stafford

Inspection of St. Peter's Pre-School, Stafford Rising Brook High School, Rising Brook, STAFFORD ST17 9DH

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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

The quality of education that children receive is not consistent across the whole setting. This is because staff do not always think carefully about what they want the children to learn as they access activities. In addition, as staff deliver large group activities, they do not ensure that all children are fully engaged and highly motivated to learn. This does not ensure that all children are able to make adequate progress in their learning. Nevertheless, older children love playing outdoors. They enjoy the cause and effect of pouring water through tunnels and watching it flow out. Children get excited when they spot a ladybird in the room. Staff use this opportunity to talk to the children about what a ladybird does. Children watch in awe as the ladybird flies off.

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The provision requires improvement

Children with special educational needs and/or disabilities are supported well. Staff follow their interests and find key moments to help deepen their thinking. For example, staff ask open-ended questions, such as 'how can we fix this?' They give the children enough time and space for them to think about how they can solve the problem for themselves. Children comment that they have made friends at the setting. They also state that they like to play in the home corner with the babies. Children behave well.

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need to do better?

n The manager does not ensure that her induction processes support new staff to have a clear understanding of their roles and responsibilities. In addition, the manager does not use supervisions to monitor staff's overall performance. Consequently, staff do not receive the right level of support they require. This impacts on the overall quality of the setting. n The curriculum covers all areas of learning. However, staff do not use what they know about the children to plan meaningful and purposeful learning experiences for them. As a result of this, children are not always provided with rich learning opportunities that enable them to reach their fullest potential. n Staff share stories with the children in large groups. However, they do not take into consideration the individual needs of the children as they access the activity to ensure it is a positive experience for them. This results in occasions where

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need to do better?

children quickly lose interest and engagement with the activity. n Leaders place focus on supporting children's communication and language skills. Staff who work with babies really encourage them to listen to the different sounds they can hear in the environment. They build on children's vocabulary by introducing new descriptive words as they play, such as 'soft' and 'hard'. Staff also find out key words for children who speak English as an additional language. n Parents comment positively about the setting. They comment that they can see

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need to do better?

12 October 2022 the progress their child is making, particularly in their communication and language development. Staff regularly find out and share information with parents about their child's progress. They provide tips and activities to the parents for them to extend their child's learning at home. n The special educational needs coordinator (SENCo) is knowledgeable. She observes, monitors and sets targets for children, particularly for those with special educational needs and/or disabilities (SEND), with the aim of preventing them from falling behind. The SENCo immediately recognises where children require intervention. She takes action to work alongside parents and other professionals to ensure that children receive the right level of support they require in their care and/or learning. In addition, the SENCo works well with children who are exceeding their developmental expectations. She sets plans

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need to do better?

and works well with others to enable children to continue to thrive in their development. n Staff have developed positive relationships with the children. They respond swiftly to them when they are in need of reassurance. Staff tailor settling-in sessions to meet the needs of each individual child as they move to different rooms in the setting. This approach is successful in supporting children's well- being. n Staff provide lots of opportunities for children to learn how to live healthy lifestyles. Staff ensure children are given balanced meals throughout the day. Staff also have some discussion with the children about what their bodies need. Children enjoy getting physical outside as they ride on bikes. n Staff celebrate a wide range of festivals and events throughout the year. They use these to teach the children about themselves and others. Consequently, children are respectful towards each other.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders undertake regular risk assessments to ensure the environment is safe and suitable. The setting is clean throughout. Staff deploy themselves well to monitor the children effectively as they play. Staff know where they can get support from if they are concerned about the welfare of a child. Recruitment procedures are robust to check that staff are suitable to work with children. Leaders know the action to take if they become concerned about the suitability of a member of staff. Staff's knowledge of the action to take if a child becomes sick at the setting is secure.

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Due date

12 October 2022 improve induction arrangements to ensure that all new staff are clear about their roles and responsibilities 08/11/2022

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Due date

implement effective supervisions to monitor, coach and identify where staff require additional support, with an aim of improving the overall quality of the setting. 08/11/2022

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should:

n support staff to fully embed the curriculum and provide more rich and meaningful learning experiences for children, to enable them to reach their full potential n take into consideration the individual needs of children, particularly during large group activities, to ensure they remain engaged and highly motivated to learn.

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Setting details

Unique reference number EY276506 Local authority Staffordshire Inspection number 10233640 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 51 Number of children on roll 44 Name of registered person St. Peters Pre-School (Stafford) Ltd

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reference number

Telephone number 01785 240641 Date of previous inspection 13 October 2016

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Information about this early years setting

St. Peter's Pre-School, Stafford registered in 2004. The setting employs 14 members of childcare staff. Of these, 13 hold appropriate early years qualifications at level 3. The setting opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The setting 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 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the setting. n The SENCo spoke to the inspector about how they support children with SEND. 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. n The inspector spoke to parents and children during the inspection and took account of their views. n The manager spoke to the inspector about their curriculum and what they intend for children to learn, with a particular focus on communication and language.

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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

12 October 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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