St Michael's Pre School

Inspection of St Michael's Pre School Village Hall, Whaddon Lane, Hilperton, Trowbridge, Wiltshire BA14 7RN

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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 arrive happy and confidently separate from their parents ready for their time at pre-school. Children develop their independence when they find their name pegs and hang up their belongings. Staff happily welcome children with a smile and are close by to support children if they need it.

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The provision is good

Leaders and staff design and implement a curriculum that they tailor to meet the needs of the children. Throughout the pre-school, there is a focus on promoting children's resilience and independence to prepare them for their next stage of learning. For example, staff support the youngest children to select activities and provide them with opportunities to play independently and follow their own ideas. Staff empower older children to have a go. When children create models from recycled materials, they persist if their creation does not go as they planned, and they are confident to ask for help if they need it. Staff use words of reassurance and praise, which motivates the children. Children develop a very positive attitude to learning and enjoy the process of creation.

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The provision is good

Children behave well and develop meaningful relationships with staff and their friends. Younger children work together in the garden to make a 'chocolate cake' in the mud kitchen. When they need more water for their mixture, staff support them to access this from the water butt. Older children create their own games in the park area. They seek staff and friends to join their game and excitedly run around and 'catch' each other while adhering to the rules for park play.

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need to do better?

n The manager is very supportive of her staff. Staff speak of the excellent support they receive and their love for working at the pre-school. They have regular opportunities to access training. Recently, they attended training to develop children's mark-making and literacy skills. The manager identified this as an area for development so was keen to upskill her team. Staff have implemented this into their practice and provide children with various opportunities to make marks, be this writing lists, creating maps or using chalks. Children learn that every mark matters and develop their early writing skills. n Staff provide good support for children with special educational needs and/or disabilities and those that need extra support. Staff identify quickly if children have gaps in their development. They liaise with parents and other professionals to get children the support they need. Staff adapt their teaching style to meet

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need to do better?

the needs of each child and weave targets and next steps for learning into play. Children make good progress, and families are very well supported. n The manager recognises that not all children have the same life experiences. She values the importance of exposing children to a wide range of opportunities

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need to do better?

18 April 2024 while at pre-school. She arranges visits to the local farm, they grow vegetables at their allotment and visit the local church. The manager uses funding she receives for children from disadvantaged backgrounds to promote their development and well-being. If there is money left over when children move to school, she sources school uniform and shoes to help ensure that children have a positive experience when they begin their school journey. n All staff know all children very well and how to best challenge and support their learning needs. Staff seek guidance from local schools to ensure that children that need extra challenge within the pre-school curriculum are being taught correctly. Staff use this information to introduce children to early reading and writing and develop their confidence and resilience with new learning. Children relish the opportunity for challenge and are very well prepared for their next

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need to do better?

stage of learning. n There are good partnerships with parents. Parents speak of the kind, nurturing staff who give their children confidence and help them develop skills for life. They share that their children are resilient and love to learn. Staff provide opportunities for parents to attend termly meetings to discuss their children's learning. n Staff begin to help children to learn the routine expectations. Older children fetch their own coats and welly boots and intently listen to the rules for the park. However, at times, staff do not make it clear to the children in the two- year-old's room what is happening now or next during the routine. For example, staff ask children to sit for a story, but they do not remind them of the expectations to sit and listen. Some children play with other toys, and others get up and walk around, which distracts those children that are attempting to listen to the story. During routine tasks, such as tidy-up time, staff do not make all

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need to do better?

children aware of this or tell them what is next. Some children wander unaware of what is happening, and others become upset. Staff do not always use strategies to help children understand the routines and get the most from all learning experiences.

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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 support staff to use consistent strategies to help the youngest children understand the expectations for the routines so they can learn from all opportunities on offer.

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Setting details

Unique reference number 145821 Local authority Wiltshire Inspection number 10335093 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 42 Number of children on roll 53 Name of registered person St Michael's Pre School Committee

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reference number

Telephone number 07849722670 Date of previous inspection 5 June 2018

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Information about this early years setting

St Michael's Pre School registered in 2001. It opens during school term time only, between 9am and 3.30pm, Monday to Friday, for children aged two to four years old. The pre-school committee employs seven members of staff that work with the children. Two members of staff hold an early years degree, two hold relevant qualifications at level 3, one holds a level 2 and one is working towards a level 3 qualification. The pre-school receives funding to provide free 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 manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 The manager and the inspector carried out a joint observation during lunchtime. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the pre-school.

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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

18 April 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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