Christ Church Pre School

Inspection of Christ Church Pre School Christ Church Hall, Dudley Street, Bedford, Bedfordshire MK40 3SY

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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 happy when they come into the pre-school. They are welcomed by the friendly staff, who help children to leave their parents and carers with confidence. Inside the hall, children choose the activities and resources they would like to use and play with. They have space to experiment and move around, which contributes to children's ability to be creative. Staff use their skills to build on children's interests, to make teaching memorable. For example, children show an interest in what it is like to visit the doctor. Staff set up a role-play area for children to explore the equipment a doctor might use. Children wrap bandages on their friends and talk with staff about parts of the body and how to keep healthy. This helps children to develop an awareness of their bodies and different roles people have in their community.

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The provision is good

Themes such as superheroes capture children's imaginations. Staff use this theme to remind children of simple rules and qualities. When children dress in costumes, staff ask if they are being kind, pointing to the characters displayed on the wall. Children respond positively, contributing to the good behaviour in the pre-school.

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need to do better?

n Staff have a clear ethos: to support children to become curious, motivated learners. They embrace children's self-chosen play and exploration and skilfully link the focused learning for individual children to the children's activities. This contributes to the good progress children make. n Children foster a love of books and stories. They listen intently while staff read stories using expressions to help maintain interest and excitement. Staff pause to check children's understanding of words or phrases they hear. Simple explanations help children to build on their vocabularies in a meaningful way. n The manager and her staff work well as a team. Together, they reflect on the quality of education through daily discussions about the activities children have joined in with that day. They plan when and how activities should be repeated and extended, contributing to a clear sequence of learning in the curriculum.

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need to do better?

n Children who speak English as an additional language are well supported. Staff find out key words from parents in the language children speak at home. This aids communication right from the start. Different cultures are celebrated in the pre-school. All the children discover information about traditions and festivals, which helps them to learn about the wider world and different communities. n Staff carefully arrange the room each day. Despite the limited outside space, children have continual opportunities to strengthen their muscles through physical activity. For example, they carefully balance on blocks, negotiate a tunnel and climb on a frame. Staff rotate the equipment throughout the day, providing children with new experiences and different ways to help promote

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need to do better?

25 January 2024 their physical development. n Children are not rushed at snack time. After washing their hands, they take their time to enjoy the wide variety of nutritious food provided. Staff sit with children, encouraging them to take turns to pour their drinks and to clear away their plates and cups when they have finished. As children grow, their desire to carry out tasks for themselves is evident and helps to set a good example for their younger friends. n The management committee has a good overview of the quality of care and education in the pre-school. The committee understands its roles and responsibilities to help ensure that statutory requirements are met. The manager has regular conversations with the chair of the committee to ensure that information is shared in a timely manner. However, individual supervision sessions are not highly effective to help to identify and monitor any areas requiring further coaching and support for the manager or staff swiftly.

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need to do better?

n When children first start in the pre-school, key persons gather information from parents about children's interests, medical conditions, such as allergies, and about children's home lives. This helps staff to identify toys and activities that children like, which supports them to feel welcome in the pre-school. However, staff do not gather sufficiently detailed information about what children already know and can do. As a result, children's learning is not maximised right from the start.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review and enhance the current methods for regular individual supervision for both the manager and staff to help identify and monitor areas for further coaching and support n gather even more focused information from parents about what their children can already do and understand when they first start in the pre-school.

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Setting details

Unique reference number 219241 Local authority Bedford Inspection number 10308044 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 32 Number of children on roll 40 Name of registered person Christ Church Playgroup Committee

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reference number

Telephone number 07964296257 Date of previous inspection 13 March 2018

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Information about this early years setting

Christ Church Pre School registered in 1993. There are five members of staff who work directly with children, all of whom hold appropriate early years qualifications at level 3 or above. The pre-school opens during term time only. Sessions operate Monday and Tuesday, from 9am until midday, and Wednesday and Thursday, from 9am until 3pm. 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 evaluation of the provision. n The inspector observed activities, indoors and outdoors, and spoke to staff and children at appropriate times throughout the inspection. n The manager and inspector went on a learning walk. The manager described the curriculum and talked about the impact it has on children's development. n The manager and inspector observed an activity together. n The inspector held meetings with the chair of the management committee and the manager. n The inspector spoke to a small number of parents and read emails sent in for her to read. She took parents' feedback into account.

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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

25 January 2024 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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