St. Margaret's Pre School

Inspection of St. Margaret's Pre School St. Margaret's Catholic Church Hall, Doddinghurst Road, Doddinghurst, BRENTWOOD, Essex CM15 0QH

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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 skip confidently into the pre-school, greeted by the incredibly warm and nurturing staff, who they build strong attachments with. Children feel safe and a sense of belonging as they immediately hang up their bag, before finding their name card and self-registering. The indoor and outdoor environments are extremely inviting, and staff consider children's interests and next stages of learning when planning daily activities. For example, they encourage children transitioning to school to develop their independence, such as learning to get dressed for physical education and staff provide imaginative resources for them to practice with. Children are motivated and curious learners. They confidently identify an 'angler fish' in an underwater themed activity.

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The provision is good

Children display excellent manners and play cooperatively with their peers. Fun- loving staff are regularly invited into children's play. Staff use these welcoming opportunities to sensitively reinforce the high expectations they have for children's behaviour. During a game of chase, some children decide they do not want to play anymore. When children continue chasing, staff calmly go down to their level and explain that their peers no longer want to play this game. Staff's gentle role modelling is effective as children listen and respond positively, by going on an exploration with their binoculars and magnifying glasses instead.

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need to do better?

n Staff get to know children and their parents by providing a bespoke settling-in process and a robust key-person system. Because of this, children settle swiftly from the start. Ongoing communication and assessments support planning and ensure children make progress from their staring points. Staff offer regular progress meetings which parents report helps them consolidate, and further develop their children's learning and development at home. n Skilful staff use real-life contexts to make learning fun and deepen children's knowledge. For example, staff encourage children to make a fist and knock on different objects. As a result, children begin to correctly identify plastic objects from the sound they make. This teaching is meaningful as children often show they are making connections in their learning. For instance, children tell staff that the balloon arch is a circle shape. n Children make rapid progress in their speech and language development. Staff

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need to do better?

frequently read to children and provide opportunities for them to sing songs, and share their thoughts at daily, group time. The dedicated manager provides training opportunities to continuously raise the quality of teaching in this area. n The manager and staff team embed a clear, inclusive curriculum that is ambitious for all children. Any gaps in children's learning are identified swiftly and support is put into place, so all children, including those with special

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need to do better?

18 July 2024 educational needs and/or disabilities (SEND), make significant progress and continuously have their needs met. n Staff demonstrate their knowledge of how children learn and ask meaningful questions during a play dough making activity, to check their understanding. Occasionally, staff spend too much time asking questions, so children lose interest. This reduces their involvement in problem solving and testing out ideas that can extend their learning further. n Children develop good hygiene routines and develop healthy lifestyles with consistently positive role modelling from staff. The manager and staff are passionate at ensuring children eat healthily and understand the importance of this. Parents involvement is integral, and they report how the abundance of support they have received from staff, has improved their children's overall well- being and healthy eating habits at home n Staff teach children to understand the dangers of the sun as they independently

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need to do better?

dress appropriately for the weather. They put on their own suncream and hat before going outdoors to play. Staff motivate and encourage children to become increasingly independent when providing meaningful praise for their efforts and achievements. n Staff champion children's individuality and know the right level of support to give individual children to achieve the best outcomes. Staff give achievable roles and responsibilities, such as handing out milk to their peers at snack. As a result, children develop kind behaviours and less confident children, feel empowered and build their self-esteem in a way which is comfortable for them.

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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 the already good teaching and support staff to provide further opportunities for children to learn through trial and error and develop their problem-solving skills.

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Setting details

Unique reference number EY538711 Local authority Essex Inspection number 10351817 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 30 Number of children on roll 21 Name of registered person Tender Tots Childcare

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reference number

Telephone number 07961557415 Date of previous inspection 19 October 2018

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Information about this early years setting

St Margaret's Pre School registered in 2016. The pre-school employs five members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above. It opens from Monday to Friday during term time only. Sessions are from 9.15am to 3.15pm on Monday and Wednesday, 9.15am to 1.30pm on Tuesday and Friday and 9.15am to12.15 on Thursday. The lunch club runs until 1.30pm on a Monday, Tuesday, Wednesday and Friday. The pre-school is in receipt of funding to provide free early education for children aged two-, three- and four-years-old.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discusses the impact of the pandemic with the manager and has taken that into account in their evaluation of the provider. n The nursery manager and the inspector completed a tour of the pre-school both indoors and outdoors to understand how the early years provision and curriculum are organised. Additionally, the manager showed the inspector the premises and discussed how they ensure it is safe and suitable. n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact that this had on children's learning. n The inspector carried out a joint observation of group activities with the manager and they also discussed self-evaluation. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n Children communicated with the inspector during the inspection. The inspector

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Inspection activities

spoke with parents and carers during the inspection and also took account of their views. n The inspector held a meeting with the manager and also discussed self- evaluation. The inspector looked at relevant documentation, such as evidence of the suitability of the staff working in the pre-school and a selection of other records.

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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 July 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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