St Albans Steiner Kindergarten

Inspection of St Albans Steiner Kindergarten Fleetville Community Centre, Royal Road,Hatfield Road, ST ALBANS, Hertfordshire AL1 4LQ

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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 develop strong nurturing relationships with staff at this warm, welcoming kindergarten. They separate from carers well and are keen to explore the many activities available to them. Children have a positive attitude to learning and display high levels of enjoyment and curiosity. They find creative way to use the many natural resources. Children carefully gather objects in a basket and talk about it being Egyptian treasure that they have found in a pyramid. Other children choose to dress up and make up games based on their experiences. They know how to discuss and negotiate as they work out what characters they will be. Children play together very well and strong friendships are being made. The behaviour of all children is excellent.

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The provision is good

The highest priority is given to children's health and well-being. Children enjoying spending time outdoors. They are active as they work their ways round obstacle courses and uses balance bikes. Children have healthy diets. They learn about ingredients in food as they make bread. Children enjoy kneading the dough and talk about what shapes their bread roll will be. Snack times are relaxed and highly social occasions. Children are thoughtful and caring as they invite visitors to join in.

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need to do better?

n The experienced manager and staff team have a clear vision for what they want children to achieve. The curriculum is based on the Steiner educational principles. They strive to ensure that all children develop a love of learning and develop strong independence and good communication skills. Staff plan the curriculum well, taking each child's needs into consideration. As a result, all children, including those with special educational needs and/or disabilities, make good progress. n Children benefit from a language-rich environment. Staff engage children in conversations and understand the importance of giving children time to think and respond. Children enjoy joining in with singing and storytelling. All children, including those who speak more than one language, have excellent communication skills. n Managers and staff build strong relationships with families. They gather essential information about what children can already do, when they first start to attend.

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need to do better?

Staff identify what children need to learn next to support their ongoing good progress. The manager seeks support from other professionals whenever there are concerns relating to gaps in children's leaning. n Children have many opportunities to develop and practise skills that support their future learning. They use their hands to knead dough and hold pencils with skill and expertise. Children count with a purpose, such as how many children and adults are present. Staff extend their learning as they help them add the

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need to do better?

30 November 2022 number of children and adults together to make a total number. n Partnerships with parents are strong. Parents have the utmost praise for the kindergarten. They say their children are flourishing under the care of the staff and they are developing good language skills. Staff listen to parents, value their input and see them as partners. n Children are excited to take part in activities, such as building train tracks. They eagerly express their ideas and work together very well. Overall, staff engage well with children as they play and look for ways to build on the learning they see happening. However, at times, some staff do not always challenge and support children to further extend their learning and thinking skills. n The highly qualified manager has a rigorous system in place to support and monitor the development of staff. She observes their teaching skills and generally looks for ways to support staff to improve. They have regular staff

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need to do better?

meetings to reflect on their practice and identify what areas they want to develop further. Staff talk positively about the professional development opportunities they undertake.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff give high priority to children's safety and well-being. Staff understand the safeguarding policies and procedures. As a result, they are confident in what they must do, should they have any concerns about children's well-being or the conduct of their colleagues. Staff are also aware of wider safeguarding issues, such as how families may become exposed to extremist views. Strong recruitment procedures ensure all staff are suitable to work with children. The manager provides new staff with a thorough induction; this includes safeguarding and child supervision responsibilities.

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should:

n continue to support all members of staff to develop their understanding of how to extend children's learning through play activities.

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Setting details

Unique reference number 123589 Local authority Hertfordshire Inspection number 10234126 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 Sessional day care

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inspection

Total number of places 20 Number of children on roll 15 Name of registered person St Albans Steiner Kindergarten Limited

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reference number

Telephone number 07712 104510 Date of previous inspection 13 December 2016

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Information about this early years setting

St Albans Steiner Kindergarten registered in 1982. It is recognised by the Steiner Waldorf Schools Fellowship and follows the Steiner education principles. The setting employs six members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 or above. The setting is open Monday to Thursday from 8.30am until 3pm and from 8.30 until 1pm on Friday, during school term time. 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 provider 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 her evaluations. n The inspector and manager looked around the kindergarten and talked about how the curriculum is planned and implemented. n The inspector observed the quality of education and assessed the impact this has on children's learning and completed a joint observation with the deputy manager. n The manager and the inspector met to discuss the leadership and management of the kindergarten. The inspector looked at relevant documents, including evidence of the suitability checks carried out on staff and trustees and safeguarding and complaints procedures. n The inspector spoke to a number of parents, staff and children during the inspection and took account of their views.

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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

30 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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