St John's Preschool Playgroup

Inspection of St John's Preschool Playgroup Colwick Community Centre, Vale Road, Colwick, Nottingham, Nottinghamshire NG4 2GP

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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

Children behave well at this pre-school and are polite. They develop strong bonds with staff and seek out familiar adults for comfort and reassurance. Staff teach children to recognise and manage their emotions. They help children to use sand timers when they need support as they learn to take turns. Staff are clear about their expectations for behaviour and ensure that children understand these. Children follow instructions when staff ask them to tidy up. They find a dustpan and brush and sweep up the spilt sand. Staff provide positive praise for children who listen well. They know children well and describe the progress they have made since attending the pre-school.

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The provision is good

Children learn to become independent. Staff support them to get themselves dressed to go and play in the rain. Children enjoy practising their large-muscle skills as they jump in puddles. Staff teach children to balance as they guide them across balance beams. Children learn to keep themselves safe. Staff explain the risks associated with using woodworking tools, and children demonstrate they understand as they explain what may happen if they don't follow the rules. Children enjoy a range of sensory experiences. Staff provide a dark area and support children to use different lights and torches. This provides a calmer space for children who need it.

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need to do better?

n Leaders understand what they want children to learn before they go to school. They share information with teachers at the local schools to help prepare older children for the transition. Leaders want children to become independent, make friends, and become confident communicators. Children show they are learning these skills as they feel confident to ask a visitor their name. They put on their coats to go outside and invite their friends to join them. n Staff promote children's physical development. They teach children to use a pincer grip to pick up nails and gently tap them with a hammer. Children show high levels of concentration as they work hard to practise their hand-eye coordination. Younger children practise their small-muscle skills as staff teach them to insert pegs into peg boards to make a picture. n Staff support children with their communication and language skills. They ask children a range of questions, which give them a chance to think critically. For

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need to do better?

example, staff ask questions beginning with 'how' and 'why'. Staff provide sufficient time for children to pause and reflect before responding. n Children learn early mathematical skills. Younger children learn to differentiate between big and small objects. They enjoy identifying different-sized bears and describe them as 'mummy bear' and 'baby bear'. Older children learn to count how many of their friends are at pre-school today.

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need to do better?

12 March 2024 n Children with special educational needs and/or disabilities (SEND) make good progress. Staff work closely with external agencies to seek guidance and support. Staff use visual aids such as picture cards to help children understand what is happening next. Staff also use sign language to aid communication for children who are not yet able to speak. Leaders have high ambitions for children with SEND and expect them to participate in the daily routine with other children as much as possible. n Staff have ongoing opportunities for professional development. They talk about recent training courses they have attended and the impact on their knowledge and practice. Leaders hold discussions with staff to review their well-being and workload. However, they have not yet embedded the monitoring and coaching of staff practice to ensure those who need additional support to improve the quality of their teaching receive it.

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need to do better?

n Parents are happy with the care the staff provide. They say their children love to attend and always talk about the activities they have been doing. Parents say the staff are friendly and welcoming. They describe the pre-school as small and homely. However, when children first attend the setting, staff do not always share information about who their child's key person is. In addition, staff do not always inform newer parents about children's next steps or ideas on how to support learning at home.

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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 identify staff who require additional coaching and provide them with the support needed to deliver high-quality teaching n improve information sharing with parents to include details of their child's key persons, next steps in learning and how they can further support learning at home.

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Setting details

Unique reference number 2661282 Local authority Nottinghamshire County Council Inspection number 10319797 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 24 Number of children on roll 31

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Name of registered person

St Johns Pre-School Playgroup (Carlton) Committee

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reference number

Telephone number 07784 651978 Date of previous inspection Not applicable

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Information about this early years setting

St Johns Pre-School re-registered in 2021 and is located in Colwick, Nottingham. The pre-school employs seven members of childcare staff. Of these, five hold appropriate early years qualifications at level 3. The pre-school opens from, Monday to Friday, during term time only. Sessions are from 8am until 4pm. The pre-school 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 viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. 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 pre-school. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the pre-school with the inspector.

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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

12 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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