St Matthew's Pre-School

Inspection of St Matthew's Pre-School 71 Station Road, Redhill, Surrey RH1 1DL

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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 enjoy having the opportunity to make choices in their play. For example, they excitedly re-enact home situations that they watch staff demonstrate as part of their interactions with them. Children wrap their babies up in blankets and put them to sleep in their cots. They enjoy a 'tea party' with their friends and learn to iron their clothes. Children develop a good understanding of how to invite others into their play and extend their ideas by playing alongside each other.

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The provision is good

Children are very confident for their age and stage of development. They are proud to show visitors their creations, including models that they have made of clay. They are eager to select books to share. Staff share high expectations for children's development. Children with English as an additional language make particularly good progress from their starting points. They begin to read repeated phrases from books that staff have previously read with them and excitedly move their hands to the rhythm of word patterns.

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The provision is good

Children learn to manage risks in their own play. For example, when playing outdoors, staff help them to recognise that the rain is making some equipment slippy. Children use brooms and towels to dry the water off and learn that if the rain stops, the equipment will now be safe to use.

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need to do better?

n Managers are very aware of the needs of the groups of children attending and the impact of COVID-19. The recognise the need to promote children's communication and language as well as personal and social development. This precise focus forms the basis for the curriculum. n Staff share a good understanding of the curriculum intent and how they implement it. Managers have established procedures to ensure that all staff know what each individual child needs to learn next and they are familiar with their interests. This helps to ensure a consistent approach to children's development if their key person is not present. n Staff implement the curriculum well in practice. For example, to help develop children's growing vocabulary and confidence, they regularly use strategies, such as sign language and visual supports. Children excitedly join in with their peers singing rhymes and songs. They begin to listen to stories and interact with staff

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need to do better?

as they ask them questions about them. n Managers help parents to access the funding that they are entitled to. They use this to enhance the curriculum, such as by delivering a wide range of enrichment activities. For instance, children with limited access to outdoor space benefit from a broad range of physical activities, such as football, athletics and ballet. This helps children to have opportunities they would otherwise not be able to

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need to do better?

6 March 2023 access and at the same time helps to develop their large-muscle skills. n Children with special education needs and/or disabilities (SEND) make good progress. Staff fully understand their needs and behaviours. They seek guidance and support from professionals, such as speech and language therapists, sharing this with parents and implementing it swiftly. n Staff support children's emotional health well. They recognise the varied experiences children may have had before joining the pre-school. They help children to learn to process their feelings and help them to begin to understand those of others. For example, children look at photographs of significant events. They laugh as they recall that in one picture they look 'happy' but in another that they look 'angry'. n Children enjoy sitting with their peers for activities, such as group times. However, staff do not have clear enough rules and boundaries for these times.

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need to do better?

This means that, in their excitement, some children call out their ideas over others. This increases the noise level and limits other children's opportunities to contribute. n Staff help children to learn to complete some routine tasks independently, such as handwashing. However, on other occasions, such as when dressing and undressing and during lunchtime routines, staff are quick to offer too much support. They do not fully consider how they can teach children the skills appropriate for their age to help them manage some simple tasks. This does not fully promote older children's independence in preparation for their forthcoming move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers have robust safer recruitment procedures in place to help ensure that staff are suitable to work with children. Staff have a secure understanding of local safeguarding partnership procedures and of safeguarding risks that they need to be alert to in their area. The designated safeguarding lead has a particularly secure understanding of her child protection responsibilities and who to liaise with to keep children safe. Staff conduct daily risk assessments to ensure that the premises are ready for children each day. The manager demonstrates an understanding of the challenges associated with the pre-school being located in a community building that is accessed by others.

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should:

n review rules and boundaries for group times to promote consistently good levels of listening and attention and encourage all children to contribute n help children to learn the sequence of knowledge and skills they need to

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should:

6 March 2023 manage some aspects of routine tasks more independently.

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Setting details

Unique reference number 122612 Local authority Surrey Inspection number 10276303 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 66 Number of children on roll 46 Name of registered person St Matthews Pre-School Committee

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reference number

Telephone number 07972059389 Date of previous inspection 11 July 2017

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Information about this early years setting

St Matthew's Pre-School registered in 1993. The pre-school operates from St Matthew's Church in Redhill, Surrey. The pre-school is open during term times only, from 9am to 3pm, Monday, Tuesday and Friday, and 9am to 12pm on Wednesday and Thursday. The pre-school receives funding for the provision of free early education for children aged two, three and four years. There are 10 members of staff. Of these, nine work with children and seven hold qualifications at level 2 and above.

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Inspection activities

n This was the first routine inspection the pre-school 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 setting. n The inspector viewed the provision and discussed the safety and suitability of the premises, particularly in relation to challenges posed by the building being used by other community groups. n The manager spoke to the inspector about the intentions for children's learning and how this is implemented. n The inspector and manager completed a joint observation of a group learning opportunity. n The inspector engaged with children during the inspection and found out about their likes and interests. n Parents spoke to the inspector and their views were considered.

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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

6 March 2023 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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