St Luke's Pre-School Nursery

Inspection of St Luke's Pre-School Nursery Carlton Road, South Elmsall, Pontefract, West Yorkshire WF9 2QQ

p.1

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 Outstanding

p.1

The provision requires improvement

Children are welcomed into the nursery by friendly, caring staff. Children have easy access to resources and equipment, which means they can lead their own play and learning. Staff share books with older children. They encourage children to talk about what is happening in the story. They introduce new words and demonstrate alliteration, such as 'stinky, slimy, scary' monsters. Staff show children how stories are structured and go back to see if they can recall what has happened. Children have opportunities to develop their early writing skills. They learn to count and to identify shapes and colours.

p.2

The provision requires improvement

Toddlers enjoy learning nursery rhymes. They dance and imitate actions modelled by staff. At times, music is left to play continuously. Staff and children raise their voices to make themselves heard, which means that noise levels escalate. This sometimes inhibits children's ability to listen and concentrate.

p.2

The provision requires improvement

Children have good relationships with other children and invite them to join their play. For example, they develop their physical skills when they race on scooters and tricycles in the nursery garden. Children become independent in personal hygiene routines ready for the move to school. They have access to fresh drinking water throughout the day to keep them hydrated. Overall, children behave well. They begin to understand their emotions and to manage their behaviour.

p.2

need to do better?

n Leaders are ambitious to improve the nursery. They identify some areas for improvement and work closely with the local authority to develop action plans to address these. Staff feel that their well-being is supported well by leaders. However, leaders do not have effective arrangements in place for ongoing coaching, training, and support to help staff build on their knowledge and skills. Due to recent significant changes in the organisation of the nursery and staffing arrangements, some staff are new to their role. These staff have not had the training they need to ensure they understand their role and to fulfil their responsibilities. As a result, experiences for children do not ensure they have the best opportunities to progress. n Staff know the aims of the curriculum and what children need to learn before they move rooms or go to school. They are knowledgeable about child development and the progress children should be making. However, staff do not

p.2

need to do better?

obtain enough information about children's backgrounds, interests, or stage of development when they start in the setting. Consequently, children do not settle quickly or easily and staff do not tailor their care and learning experiences to their individual needs from the outset. n Children with special educational needs and/or disabilities (SEND) are given

p.2

need to do better?

20 September 2023 every opportunity to reach their full potential. Leaders ensure these children are supported by key staff who know them well. Children enjoy small group activities and one-to-one learning that target their individual needs. For instance, they focus on developing communication skills, learning to share, taking turns, and building relationships with other children. As a result, gaps in learning for children with SEND are narrowing. n Staff do not implement effective methods of communication when working with children who speak English as an additional language. Children struggle to understand everyday routines and cannot always convey their wants and needs successfully. At times, this leads to children being frustrated and unsettled. n Staff working with babies provide high-quality learning experiences for children. Activities capture their interests and promote their curiosity. Staff introduce new

p.2

need to do better?

words, such as 'sprinkling', to describe flour as it falls onto children's hands. They encourage children to explore with their hands and feet and explain that the flour feels 'soft'. Staff share books with children. This introduces children to language they might not hear in everyday life. Staff talk to children about foods they might eat at home during role play. They encourage babies to babble using pretend telephones. n Partnerships with parents, overall, are positive. They appreciate the kind, caring staff and the safe environment they provide for children. Parents receive feedback about children's progress through an online system. Activities parents can do at home to support children's learning are shared through the nursery's social media page.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have a suitable understanding of how to safeguard children. They know the procedures to follow if they have concerns about a child or an adult. Managers work highly successfully with other agencies to protect children and keep them safe. Staff supervise children as they play. They teach children to manage risks, such as climbing and balancing using play equipment. Staff make sure the youngest children have their nappies changed regularly and sleep when they need to. If children have accidents, staff inform parents and share accident records with them.

p.3

Due date

20 September 2023 ensure staff obtain all the information they need about children who are new to the setting, in particular children's backgrounds, interests, and starting points, so that staff can help children settle quickly and tailor play and learning to their individual needs from the start 19/10/2023

p.3

Due date

implement effective methods of communication for children who speak English as an additional language, so that children can understand everyday routines, communicate their wants and needs successfully, and make the best possible progress in their learning 19/10/2023

p.4

Due date

implement effective coaching, support and training for all staff, but particularly those staff who are new to their role, so they have a clear understanding of their role and the skills they need to successfully fulfil their responsibilities. 19/10/2023

p.4

should:

n consider carefully the use of music in rooms, so that the noise levels do not escalate and inhibit children's ability to listen and concentrate.

p.4

Setting details

Unique reference number EY462126 Local authority Wakefield Inspection number 10302289 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

p.5

inspection

Total number of places 104 Number of children on roll 133 Name of registered person St Lukes Church

p.5

reference number

Telephone number 01977 658505 Date of previous inspection 9 June 2022

p.5

Information about this early years setting

St Luke's Pre-School Nursery registered in 2013. The pre-school employs 35 members of childcare staff, of whom 29 hold appropriate early years qualifications at level 2 or above. The pre-school opens Monday to Friday all year round. Sessions are from 7.30am until 6pm. The pre-school provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the acting managers and provider and has taken that into account in their evaluation of the setting. n The acting manager and the inspector completed a learning walk together. They discussed how the staff organise different aspects of learning. n Children spoke to the inspector about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the acting manager. n The inspector carried out a joint observation of an activity with the acting deputy manager. n The inspector observed staff practice and held discussions with staff members about the work that they do.

p.6

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.

p.6

Inspection activities

20 September 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7