St Columb Minor Preschool

Inspection of St Columb Minor Preschool St Columb Minor Parish Church, Parkenbutts, Newquay, Cornwall TR7 3HE

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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 Requires improvement

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The provision is good

Children show that they feel safe and comfortable. They arrive happy and enter the rooms, giving their parents a brief 'bye' without looking backward. Children quickly find a friend or a familiar member of staff to play with and begin their day. Staff support children's emotional development effectively. They help children to make relationships with each other. Children are kind. For example, if pre-school-age children think a friend is sad, they tell the staff, 'I will look after them.'

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The provision is good

There is an ambitious curriculum in place. Staff identify children's interests and plan learning experiences from these to further children's next steps of development. For example, staff notice that pre-school-age children enjoy playing with water. Staff set up a water tray with varied containers, tubes and syringes. Children are curious about how they work. They use the syringes to suck up water and slowly fill tubes. Staff use this as an opportunity to extend children's knowledge of volume and mathematical concepts. Children compare which containers hold more or less water.

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The provision is good

The manager has made good improvements since the last inspection. For example, records are easily accessible and available to ensure the efficient management of the setting. Parents feel that information-sharing has greatly improved. Staff regularly share details with them on what their children are learning. Parents comment that their children make good progress, particularly in their language and number knowledge.

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need to do better?

n Staff develop pre-school-age children's speech and communication effectively. They introduce a storybook of the week. Children enjoy wearing masks and re- enact the story in the role-play area. Later, they play a dancing game. Staff recall the story with them while they dance and widen the children's vocabulary. They ask them, 'Who can dance like the villain in our storybook?' Children remember the word 'villain' and move to the music like a wolf from the storybook. n Babies build their core strength as they crawl up and down a small slide. Staff give encouragement and praise to babies learning to walk. Babies develop their balance and coordination skills in the garden as they take some steps. If they fall, they happily get back up and try again, demonstrating their resilience. n Toddlers like to be independent. They put on dressing-up clothes themselves without asking for help and proudly tell staff, 'I did it.' Staff help pre-school-age

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need to do better?

children to become more independent. For example, children ask staff for help to put an apron on. Staff see if they can have a go first. Pre-school-age children follow the staff's instructions and show good levels of self-esteem when they

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need to do better?

31 January 2024 succeed. n Staff support children with special educational needs and/or disabilities effectively. They work closely with other professionals and implement strategies that help children to make progress. For example, staff use a visual timetable with children to help them understand what is coming next. n Babies watch and listen to staff talking to them with interest. Although staff model new vocabulary, at times they do not encourage all babies to engage in back-and-forth 'conversations' to further develop their speech and language. For example, sometimes, staff do not always wait for babies to talk or babble back while speaking to them. n Children know the rules and routines. They listen for the tap of the tambourine to signal it is time to tidy up and go outside. However, at times, staff do not organise routine tasks to reduce children's waiting times and to keep them focused in their learning. For example, older and younger children wait for an

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need to do better?

extended period until all their friends have their coats and shoes on before they can go outside. Some children disengage and lose focus on what they are doing. n The manager provides ongoing professional development for staff. Recent training on how to support reading at home has enhanced children's love of books. However, staff in the toddler room do not always know what it is they want children to achieve, to challenge children and extend their learning further. For example, toddlers play with dough. Although toddlers enjoy this, staff are not clear on the intent of the activity and do not build on the toddlers' learning as well as they could.

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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 encourage babies to engage in back-and-forth 'conversations' to further develop their speech and language n develop the staff organisation of routine tasks to reduce children's waiting times and keep them focused on their learning n support and coach staff in the toddler room to develop their knowledge of what it is they want children to achieve, to challenge children and extend their learning further.

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Setting details

Unique reference number EY538029 Local authority Cornwall Inspection number 10326006 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 72 Number of children on roll 92 Name of registered person St Columb Minor Preschool Ltd

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reference number

Telephone number 01637 879358 Date of previous inspection 15 September 2023

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Information about this early years setting

St Columb Minor Preschool registered in 2016. It operates from St Columb Minor parish church hall, near Newquay, Cornwall. There are 13 members of staff, of whom seven hold relevant qualifications at level 2 or above. The setting opens from 7am to 6pm, Monday to Friday, all year round. Out-of-school care and a holiday club for primary-age children is also provided. The setting is in receipt of funding to provide free early education for children aged two, three and four years.

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Inspection activities

n The inspectors discussed any continued impact of the pandemic with the provider and have taken that into account in their evaluation of the provider. n The inspectors viewed the provision and discussed the safety and suitability of the premises. n The manager and the inspectors discussed how the manager organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children communicated with the inspectors during the inspection. n The inspectors talked to staff at appropriate times during the inspection and took account of their views. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager carried out joint observations of group activities with the inspectors. n The inspectors spoke to several parents during the inspection and took account

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Inspection activities

of their views. n The manager showed the inspectors documentation to demonstrate the suitability of staff.

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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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