St Mary's Pre-School

Inspection of St Mary's Pre-School St. Marys Youth Centre, Church Road, Yate, BRISTOL BS37 5BG

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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 Outstanding

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The provision is good

Children are greeted at the door by staff and make their way to the hall. They arrive happily and settle into the activities available. Staff support children to choose what they would like to play with. Children who find it hard to settle in are given the time and reassurance they need. Staff provide children with comfort when they get upset. Staff encourage children to engage and interact at story time. For example, staff read books and encourage children to complete the actions from the story alongside them. Children show delight as they listen intently to the story. This helps to support children's attention and listening skills.

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The provision is good

Children are supported to learn the skills required to be independent for their transition to school and successful future learning. Older children are positively encouraged to take care of their own personal needs, fully supported by staff who are close by. Younger children make good attempts at getting ready for outdoor play. Staff skilfully interact with children and provide running commentaries during play. Children's speech and language development are good, and they demonstrate that they are confident speakers. Staff provide a curriculum that is planned around the children's developing needs and interests. They follow the children's lead and plan in the moment to fully support what captures children's attention. Staff speak respectfully to the children. For example, they gently ask them if they if they may change their nappy or wipe their nose. They have high expectations for the children and children's behaviour is good.

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need to do better?

n Children benefit from a varied curriculum that is based around what they need to learn next. They make good progress while at pre-school. All areas of children's learning are promoted well. There is a particularly strong focus on supporting children's speech and language and personal skills. Staff spend a lot of time using simple language with two-year-old children. They help children to associate words with objects or movements. They also repeat unclear words back to children and use Makaton signs to help to increase the children's vocabulary. n The pre-school is fully inclusive and activities are planned to ensure all children can participate. The special educational needs coordinator (SENCo) works with staff and outside agencies to ensure children with special educational needs and/or disabilities (SEND) are supported. The SENCo reviews individual support plans with staff to monitor the progress children make and to identify any

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need to do better?

further gaps in children's learning. The SENCo shares strategies with other agencies involved in children's learning and development to ensure a consistent approach. This helps children with SEND to make good progress from their individual starting points.

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need to do better?

28 March 2024 n Staff effectively bring children together for group times. For example, they gently ring a bell which draws children to stop and listen. This enables staff to share details of changes of the routine, such as when it is time to tidy up. Children receive effective encouragement in this task, enabling them to learn to care for the equipment. They fill baskets and tubs and then carry it together to put it away, showing effective team working. n Children benefit from warm, loving interactions from the attentive staff. Staff help children to understand what behaviour is expected from them. For example, they gently remind children to share, take turns and use their manners. However, at times, staff do not always use opportunities that arise to help children understand their emotions and talk about their feelings, to self-regulate and understand the effects their behaviours have on others. n Staff confidently weave mathematical language into children's play. This means

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need to do better?

that children confidently count how many play dough cakes they have made for example. Children work out how many bricks they need for their constructions. They talk about size, shape and pattern as they organise their blocks. n The manager values the impact that professional development can have on improving the quality of staff's practice over time. She ensures that staff attend training to keep their knowledge up to date and meets with staff regularly to support them in developing their skills. Staff well-being is promoted and morale is high. n Partnerships with parents are strong. Staff gather key information from parents before their children start at the pre-school. This helps staff to plan effectively and follow familiar care routines. Staff keep parents informed on the progress their children make and provide ideas on how to continue their learning at home. Parent feedback is highly complimentary. They say their children make

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need to do better?

great progress, and they comment on the 'family feel' of the pre-school.

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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 improve ways to support children in understanding their emotions so they can learn to self-regulate and communicate their feelings more effectively.

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Setting details

Unique reference number EY379776 Local authority South Gloucestershire Inspection number 10311848 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 36 Number of children on roll 60 Name of registered person St. Mary's Pre-School Limited

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reference number

Telephone number 07779 570 239 Date of previous inspection 12 April 2018

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Information about this early years setting

St Mary's Pre-School registered in 2008. It is situated in Yate, South Gloucestershire. The setting provides care between 9am and 3pm each weekday, during term time only. It employs nine members of staff. Of these, one has qualified teacher status, five have a level 3 qualification and three staff are unqualified. The setting receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the pre- school. n The manager and inspector completed a learning walk together and discussed the early years curriculum and what they want the children to learn. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector interacted with staff and parents and took account of their views. n A joint observation was carried out with the inspector. n A leadership and management meeting was held with the manager.

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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

28 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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