St Josephs Pre School Nursery

Inspection of St Josephs Pre School Nursery St Joseph's Parish Centre, Hind Hill Street, HEYWOOD, Lancashire OL10 1AQ

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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

Leaders and staff create a positive and caring environment for children. Staff get to know children well. They help them to settle in quickly. Staff talk gently to the youngest children. They show them what happens at the nursery and encourage gradual participation. Therefore, children quickly become familiar with the routines of the day and develop a positive attitude to their play and learning. Children demonstrate their happiness in the setting as they smile widely when playing with the superhero figures. Children learn to build relationships with others, as staff model social behaviours such as encouraging children to take turns. Consequently, children begin to accept the needs of others and display kindness. Children excitedly tell the inspector, 'That's my friend!'

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The provision is good

Leaders have established a well-considered and ordered curriculum. Planned learning focuses on the development of children's personal, physical and communication skills. Staff have a clear understanding of how to deliver the curriculum. For example, they provide children with opportunities to become confident in using tools such as glue sticks and scissors to help them develop fine motor control. All children, including those with special educational needs and/or disabilities, learn new knowledge, skills and behaviours at a good rate. Children are well prepared for their onward education.

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need to do better?

n The nursery is well organised, led and managed. Leaders have a comprehensive oversight. They use a range of strategies to reflect on the work of the nursery. This means that they think about what they do well and what they can do better. They swiftly act on their findings, which helps to improve the service for children, families and staff further. n Support for children's communication and language development is given high priority. For instance, staff identify and carefully plan the key vocabulary they want children to learn as they play and explore. Staff model these words through their interactions and frequently share books with children. As a result, children hear a variety of words. This enables them to build up their own expressive language. Children become more confident in using their communication skills to express their needs and ideas. n Staff closely monitor each child's progress. If gaps in development are identified,

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need to do better?

staff consult with parents and carers and the special educational needs coordinator (SENCo). Together, they plan a programme of learning that focuses on each child's individual needs. This is quickly implemented and reviewed regularly to ensure all children make progress in their development. n Children enjoy the time they spend in the large outdoor area. Staff encourage children to develop physical skills such as running, jumping, and pedalling. This

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need to do better?

31 January 2024 helps children to be physically active. However, staff do not always give children consistent messages about developing healthy eating habits. For example, snacks and drinks offered are healthy and nutritious, but some packed lunch items contain high levels of salt, sugar and fat. Children do not learn enough about the importance of a healthy and balanced diet. n Staff set appropriate boundaries for children and help them to understand the expectations of the nursery. This helps children to behave well. For instance, staff encourage children to be patient and explain that it is unkind to hurt one another. Nevertheless, staff do not always model and promote children's listening skills to support their behaviour. This means children are not always able to follow the requests and instructions of staff. n Staff are skilled in supporting children to develop their early mathematical understanding. For example, staff choose equipment effectively to promote

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need to do better?

understanding of capacity as children explore water. Additionally, staff introduce counting as they sing number rhymes. Consequently, children develop their confidence in exploring basic mathematical concepts and begin to use mathematical language. Children are well prepared for school. n Leaders and staff help children to learn about the world and others around them. Staff plan opportunities for children to take part in a range of activities that promote their understanding of different cultures. Children also benefit from visiting places in the local area such as libraries and nearby schools. This helps all children to gain the important information they need for their futures.

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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 help children to learn to listen and respond to instructions more effectively n help children to learn how to make consistently healthy choices in relation to food and drinks.

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Setting details

Unique reference number EY443075 Local authority Rochdale Inspection number 10327390 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 90 Number of children on roll 83 Name of registered person St Joseph's Playgroup Partnership

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reference number

Telephone number 01706621463 Date of previous inspection 29 June 2018

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Information about this early years setting

St Josephs Pre School Nursery registered in 2012. It is located in Heywood, Rochdale. The nursery is open Monday to Friday, from 7.45am to 5pm. It is closed for two weeks at Christmas. There are 14 members of staff. Of these, nine hold an appropriate early years qualification at level 3 and two hold level 2. The nursery 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 provider and has taken that into account in their evaluation of the provider. n The nominated individual, the manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual/registered individual about the leadership and management of the setting. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector carried out joint observations of group activities with the manager. n The inspector observed the quality of education being provided, indoors and

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Inspection activities

outdoors, and assessed the impact that this was having on children's learning. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n The inspector spoke to several parents 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

31 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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