The Nursery at St Peter's Church

Inspection of The Nursery at St Peter's Church St Peter's Church, Buckland Road, Maidstone, Kent ME16 0SL

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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 settled, happy and developing confidence in their familiar play environments. They make close bonds with staff and their friends in all the rooms. For example, babies look for a reassuring face and the open arms of staff when they take their tentative first steps.

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The provision is good

Children make plentiful, independent choices. They learn to express their opinions and show a strong attitude towards their ongoing learning. They experience a good blend of child-initiated play and adult-led activities to support their progress and play preferences.

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The provision is good

Children relate well towards each other. They show respect and care towards their peers, learning to share, cooperate and negotiate in their play. They receive plentiful praise from staff, supporting children's self-esteem and pride in their achievements and attempts at new experiences. Children listen to rules and boundaries, taking into consideration the impact their actions have on other children.

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The provision is good

Children learn about effective hygiene skills and procedures throughout the nursery. Staff act as positive role models. For example, they change gloves and aprons when changing children's nappies. Babies and toddlers receive effective support to blow noses, with sensitive explanations and encouragement to entice them to cooperate. Older children wash their hands independently, confidently explaining the need to dry their hands properly afterwards.

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need to do better?

n Staff are deployed well throughout the nursery and the barn rooms. Children are constantly engaged in their play. Staff interact well with children, keeping them busy and occupied. Children experience well-resourced activities linked to all areas of learning and relevant to their stages of development. n Babies' physical skills are supported effectively. Staff encourage them to explore movements and the use of equipment themselves, testing their capabilities and enthusiasm to learn new skills. For example, older babies slide down the slide head first. They listen to simple instructions to look out for other children and to take their time. Young babies model their learning from others, testing new movements. Staff support them well by holding their hands and guiding their bodies down the slide. n Staff know children well. They confidently explain what children know and can do. They provide them with challenging and stimulating experiences to support

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need to do better?

children's ongoing development. However, staff do not consistently promote children's learning outdoors. The outdoor space is not utilised fully to help

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need to do better?

14 November 2022 support children who learn best outside. They do not fully promote children's physical well-being through fresh air and exercise, especially for those children who do not have access to outdoor play at home. n Children's communication and language skills are promoted well. Staff use repetitive sounds and simplified speech with gestures and expressions to support younger children. Older children explore new vocabulary and complex sentences to increase their skills to communicate their learning. For example, pre-school children describe the vegetables in the curry. They confidently use mathematical language to explain the process of filling buckets of sand and how the 'gloop' feels in their hands. n Managers play an active role in daily events. They are frequently seen in the rooms, engaging with staff and children. Staff access training, including opportunities to develop their formal qualifications. However, managers do not

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need to do better?

consistently support staff's understanding of how to fully promote the intention of learning for individual children. Staff follow a daily routine and do not always use impromptu opportunities to enhance children's learning further. n Parents make positive comments about the progress their children are making in both the nursery and the barn. Staff know all the families well, supporting their needs effectively. Parents know their child's key person and confidently share information about their children's learning. Parents receive plentiful information about the setting as well as events and experiences for their children. Parents talk enthusiastically about supporting their children's learning at home. However, parents do not feel that their children's home language is fully reflected and used to support effective understanding for children. n Children are eager to learn and want to know more. They are inquisitive,

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need to do better?

confidently exploring and asking questions to satisfy their curiosity. Older children ask people's names, eager to know who they are and why they are there. Younger children show intrigue in new experiences, testing their confidence to try new activities. For example, they show intrigue when exploring the shaving foam, clapping their hands together to make snow.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have a robust knowledge of procedures to follow if they have a concern about the welfare of a child in their care. They understand the signs and symptoms of child abuse and the influences of older children and adults on children's safety. Staff attend regular training and access up-to-date information to promote children's well-being. Management implements secure procedures to ensure suitable staff work with the children. Children play in a safe and secure environment. Staff make daily checks of the play space to promote children's freedom to explore the space available to them.

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should:

n utilise the outdoor play areas fully to support children's all-round development and preferences for play more effectively n extend staff's understanding of providing a flexible approach to children's learning to fully support their individual learning needs n fully consider the range of needs of children in the setting, to enhance the promotion of children's home languages.

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Setting details

Unique reference number EY242745 Local authority Kent Inspection number 10228322 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 220 Number of children on roll 119 Name of registered person Select Learning (Maidstone) Limited

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reference number

Telephone number 01622 687878 Date of previous inspection 20 February 2017

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Information about this early years setting

The Nursery at St Peter's Church registered in 2002. It operates from six playrooms in a renovated church, separated into two provisions, in Maidstone, Kent. The Nursery is open Monday to Friday, from 7am to 7pm, all year round, with the exception of public holidays. The Barn is open Monday to Friday, 9am to 3pm, term time only. The nursery receives funding to provide free early education for children aged two, three and four years. There are 29 members of staff who work with children, 18 of whom hold recognised early years qualifications at level 2 or above. The manager has an early years degree and has achieved early years professional status.

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Information about this inspection

Inspectors Claire Parnell Sarah Taylor-Smith

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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 provision. n The deputy manager, manager and inspectors completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspectors spoke to children, to find out about their time at the setting. n The inspectors talked to staff at appropriate times during the inspection and took account of their views. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspectors spoke to several parents during the inspection and took account of their views. n The inspectors carried out several joint observations with the deputy manager and room leaders.

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Inspection activities

n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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 November 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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