St Peters Pre-school

Inspection of St Peters Pre-school St. Peters Hall, Malmains Way, Beckenham BR3 6SB

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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 Not applicable

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The provision is good

Staff warmly greet the children and parents as they arrive. They take time to ensure both children and parents are well. Children who are upset are gently comforted and reassured. Staff ask parents why children are upset, if needed, to ensure they have all the necessary information to effectively support children and help them enjoy their time at the pre-school. Staff are kind, patient and nurturing. The key-person system is effective. Children spend time with staff and build secure relationships. This helps staff get to know the children well. Staff carefully and successfully meet children's individual needs.

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The provision is good

Children's behaviour is good. They understand staff's clear communication and expectations. Children form positive friendships with peers and play cooperatively with each other. They respond well to the routines and boundaries in place. Children respond well to praise from staff for their efforts, achievements and perseverance. This enhances their self-esteem and confidence.

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The provision is good

Staff identify clear curriculum foci to support children's communication and language and personal, social and emotional development. This helps to promote children's ability to share and take turns. Their listening, understanding and speaking skills are developing well. Staff provide lots of support with books, songs and small group discussions, such as circle time, which effectively benefit children's learning.

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The provision is good

Staff provide lots of opportunities for children to develop their physical skills. They support children to ride tricycles and move around with ease. Children gain good body control and learn to be aware of others in the environment. They develop skills to be safe around others and are learning to identify and manage risks.

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need to do better?

n The staff know what individual children can do and carefully focus on what they need to learn next. Next steps include supporting children's ability to interact with each other, to be kind and to promote their listening and speaking skills further. Staff are very attentive. They interact and engage very well with children during their play and exploration. Staff use pictures to explain routines and lots of eye contact to help support children who are learning English as an additional language. Staff introduce new vocabulary, ask questions and give children time to think and respond. Children make good progress and learn skills for future learning and eventually school. n Staff provide a range of learning experiences for children. They use observations, information from parents, children's interests and choices to plan appropriate activities to support children's learning. Staff monitor children's

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need to do better?

20 October 2023 progress, identify any gaps in development and next steps in learning. Staff are very knowledgeable and skilled in their ability to support children with special educational needs and/or disabilities (SEND). They attend training and work very closely with parents and other professionals to ensure the needs of children are effectively supported. n Children develop a love of books. They enjoy a wide selection of stories. Staff encourage children to choose books independently. For example, children with SEND can be seen cuddling up close to staff as they listen to them read and help to turn the pages. n Staff support children's independence well. For instance, children enjoy making choices about their play, based on their interests. They learn to put on their own coats, ready to go out in the garden. However, staff do not always ensure that all children wash their hands before placing them in the bowl to pick up chopped

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need to do better?

fruits. This does not consistently promote children's health and well-being. n Staff provide a selection of opportunities to support children's mathematical knowledge and skills. However, these are not consistently used to enhance children's understanding of mathematical concepts, such as numbers and shapes. n Staff teach children about nature, such as changes in the seasons, to help them understand the world around them. For instance, they talk about the weather, colours changing on the trees and different cultural festivals and events such as harvest. n Partnerships with parents are strong. Parents are extremely happy with the care their children receive. They share that staff show kindness, care and attentiveness to parents to ensure the needs of children are effectively met. Parents praise the continuous communication, and the support staff give to help children progress at home. n Staff have an ambitious vision for the pre-school. They evaluate the quality of

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need to do better?

the provision effectively and identify strengths and weaknesses in practice. Staff say they are happy and feel that they are well supported in their roles.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The staff team know and understand their roles and responsibilities to promote the safety and well-being of children. They have a good understanding of the pre- school's policies and procedures, including safeguarding. They know what to do in the event of an allegation. They have a secure knowledge of the signs and symptoms that might indicate a child is at risk of harm or abuse. Staff clearly understand and know the relevant procedure for reporting concerns about a child's welfare. There is an effective risk assessment in place, which is consistently carried out by all staff to ensure children's continued safety. The new manager ensures the premises are safe and the fire exits are kept constantly clear to help ensure children are safe. There are effective recruitment and induction procedures for new staff to ensure that those who work with children are fully vetted.

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should:

n review snack-time routine to ensure systems in place enhance healthy practice to support children's good health n use opportunities more effectively to implement numbers and shapes in activities to help enhance children's concepts of mathematics.

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Setting details

Unique reference number 2652705 Local authority Bromley Inspection number 10308712 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 34 Number of children on roll 24 Name of registered person Gray Pre-schools Ltd

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reference number

Telephone number 020 8658 4791 Date of previous inspection Not applicable

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Information about this early years setting

St Peter's Pre-school re-registered in 2021. It is situated in Beckenham, in the London Borough of Bromley. The pre-school is open Monday to Thursday from 9am to 3.15pm, and on Fridays from 9am to 12.15pm, term time only. There are five members of staff. Four staff, including the manager, hold a level 3 early years qualification and one holds a level 2 qualification. The pre-school is in receipt of funding for early years education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the beginning of the COVID-19 pandemic. The inspector discussed the impact of the pandemic with the cover manager and has taken this into account in their evaluation of the provider. n The manager is new to the role and is being supported by an experienced manager from the sister setting. The supporting manager was covering for the new manager on the day of the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The cover manager and the inspector carried out a joint observation of an activity. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector spoke to parents during the inspection and took account of their views. n The supporting manager and the inspector had a learning walk together and

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Inspection activities

discussed the early years curriculum. n The inspector viewed a range of documents, including the progress check for children between the ages of two and three years, and staff suitability records.

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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

20 October 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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