St Joseph's Pre-School

Inspection of St Joseph's Pre-School St Joseph's Pre-School Ltd, 111 Oxhey Drive, Watford, Hertfordshire WD19 7SW

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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 excited to arrive at the pre-school and remain deeply engaged in meaningful play throughout the day. They confidently explore a wealth of exciting learning opportunities, demonstrating a deep sense of security and well-being in their environment. Staff support children to start their day with a positive attitude to their learning. They conduct a circle-time activity at the start of each session, where children welcome one another and visitors. Children play an active role in planning the day. They discuss the activities they wish to explore and the rules they follow in their pre-school.

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The provision is good

Children develop close bonds with one another and are observed supporting their friends in tasks. For example, children help each other put on coats and gloves before going outside. Children form equally close relationships with the nurturing staff. They chat to them confidently about their families and home life, and seek staff out for affection when tired. The manager fosters these close relationships well by establishing a highly effective key-person system. Key staff have a deep understanding of children's unique circumstances. They provide care based on this knowledge as well as drawing from their own personal experiences. This well- considered approach enables children to settle well and feel safe in their new environment.

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need to do better?

n Staff understand the vital role they play in preparing children for their next stage of learning. They encourage children to be independent by taking on age- appropriate responsibilities in the pre-school. For example, older children support their younger friends to become familiar with daily routines. They hold their hands when going outside to play, and guide them to their seats at lunchtime. However, when children encounter conflicts during play, they are not always supported to develop strategies that will enable them to resolve future disputes independently. n Staff plan meaningful opportunities to support children's understanding of ways of life different to their own. They celebrate the various traditions that are reflected in this diverse pre-school. Parents are encouraged to visit the pre- school and share their unique customs. For example, children recall the delicious foods they tasted when exploring Diwali traditions.

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need to do better?

n Children are encouraged to develop a love of books and reading to support their early literacy skills. They enjoy regular story sessions with enthusiastic staff, delighting at the amusing voices staff use. The manager and staff operate a library system. Children select books written in a variety of languages to share with their families at home. n The manager reflects well on the care she provides. Staff work closely with

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need to do better?

13 March 2024 families, gathering a deep understanding of children's early experiences. The manager uses this knowledge to make well-considered changes to care practices. For example, she has recently introduced new arrangements during snack times and lunchtimes to enhance children's social development. n Parents' relationships with the staff who care for their children are strong. All parents speak highly of the staff and the nurturing care they provide. They deeply value the support staff offer when settling children into their new environment. Parents comment on the high-quality communication they receive and how this enables them to support their children's progress at home. n Staff support children's mathematical learning well across the pre-school. They make the most of daily tasks to develop children's understanding of mathematical concepts. For example, at the start of the session, children count

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need to do better?

how many of their friends are at pre-school. Staff encourage them to check this at various points throughout the day and calculate how many children may have gone home. However, on occasion, some staff miss rich opportunities to engage deeply with children and promote their curiosity and language development.

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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 enhance children's understanding of appropriate behaviour and implement strategies to enable them to manage conflict better in their play n establish robust methods of coaching and mentoring to support staff to identify areas to enhance their practice and consistently provide high-quality teaching opportunities.

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Setting details

Unique reference number EY497432 Local authority Hertfordshire Inspection number 10312194 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 35 Name of registered person St Joseph's Pre-School Ltd

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reference number

Telephone number 020 8428 6465 Date of previous inspection 23 April 2018

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Information about this early years setting

St Joseph's Pre-School registered in 1990 and re-registered in 2016. The pre-school employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and above, including one with a level 7 qualification and one with a level 5 qualification. The pre-school opens on Monday to Friday from 9am until 3pm, with an optional lunch club between 11.30am and 12.30pm, during term time only. 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 provider and has taken that into account in their evaluation of the provider. n The inspector considered the views of parents by speaking to several parents during the inspection. n The inspector looked at relevant documents, including evidence of the suitability of all staff. n The inspector observed the interactions between staff and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and the manager completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with staff about the monitoring of learning and development in the setting and tracked the progress of several children.

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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

13 March 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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