St George's Pre-School

Inspection of St George's Pre-School St. George's Church Hall, Bamford Street, Glascote B77 2AS

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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 warmly greeted by the nurturing staff and are eager to start their day at the pre-school. They quickly settle in the well-planned environment that is set up to meet the needs and interests of the children as they arrive. Children develop strong bonds and secure attachments with the caring staff.

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The provision is good

Staff are positive role models, and children giggle with delight as they join their play. For example, when children explore the hairdressers, they invite staff to be their customers, brushing their hair and saying, 'Let's go blonde,' before pretending to mix colours and apply to hair. Staff allow children to take the lead in their learning, and suggest ideas to extend their thinking. Children show resilience as they keep trying to learn new skills, such as climbing on the new climbing frame, turning at the top before using the rope ladder to climb down.

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The provision is good

Children enjoy their time outside. The regular access to outside meets the needs of the children, particularly children with special educational needs and/or disabilities (SEND), who relish having the freedom to be physically active. Children demonstrate good physical ability, as they jump up and down on a bouncer and explore digging in the sand pit. Staff teach children to take appropriate risks and challenges as they play, building their confidence and self-esteem.

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need to do better?

n The manager is committed to providing the best possible care and education for all children. She leads a well-qualified team, who shares her vision. The manager is dedicated to continuous improvement and has a clear understanding of the pre-school's strengths and areas for development. They have made successful improvements to the outdoor area to provide children with exciting and challenging learning experiences. n Together the staff team and leaders have devised a broad and balanced curriculum. It builds on children's current knowledge and is closely linked to the learning needs and interests of the children. n Staff observe children closely to find out what they know and can do. They plan activities to follow children's interests and support the next phase in their development. However, some next steps are not precise enough to ensure rapid progress for all children. n Communication and language development is a high priority. Staff ensure

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need to do better?

children hear a rich variety of vocabulary to strengthen their language skills. For example, they encourage the children to talk about the story as they share it. Staff use repetition effectively, repeating new words clearly, and encourage them to join in with songs and rhymes. n Children enjoy the freedom to explore the environment and choose where and

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need to do better?

28 June 2024 what they would like to play with. Staff are well deployed to meet the needs of the children during free play. n Staff effectively support children with SEND. They develop good relationships with parents to promote consistency in their learning. The special educational needs coordinator (SENCo) regularly meets with other professionals to share information and provide targeted support for children with SEND to help them to make the best possible progress from their starting points. n Partnerships with parents and carers are effective. Parents feed back that staff offer a wide range of information about their children. They praise the online journals where staff share observations and photos. These enable parents to build on their children's learning at home. Parents praise the 'family feel' of the setting. n Leaders work alongside their team. They constantly observe the quality of teaching delivered. Staff feel well supported to extend their knowledge in order

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need to do better?

to support children in their care. Leaders are aware of the demands on the staff and ensure that they have time to complete paperwork. This supports staff's well-being. n Children are exposed to early maths vocabulary during everyday activities, for example counting the number of animals during an activity, naming the shapes in their story pictures and comparing who has more toys. Children confidently use mathematical language in their play. n Staff provide healthy snacks for the children to access independently. Children help themselves to water throughout the day. A member of staff sits with the children as they eat their snacks and engages children in meaningful discussions.

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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 refine the use of next steps so that they are more precisely tailored to support children's individual learning needs.

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Setting details

Unique reference number 218234 Local authority Staffordshire Inspection number 10354518 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 48 Number of children on roll 48 Name of registered person St. Georges Pre-School Committee

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reference number

Telephone number 07505 886380 Date of previous inspection 23 November 2018

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Information about this early years setting

St George's Pre-School registered in 1992 and operates under the governance of a voluntary management committee. The pre-school employs 11 members of childcare staff, including the manager. Of these, 10 hold appropriate early years qualifications at level 3 and one at level 2. The pre-school opens Monday to Friday between 8.30am and 3.30pm.

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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 deputy manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Staff spoke to the inspector during the inspection. n The SENCo spoke to the inspector about how they support children with SEND. 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 inspector carried out a joint observation with the deputy manager. n The inspector spoke to several parents during the inspection and took account of

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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 June 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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