St Matthews Pre-School

Inspection of St Matthews Pre-School St. Matthews Church & Centre, 40 St. Matthews Grove, St. Helens WA10 3SE

p.1

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

p.1

The provision is good

On arrival at this happy pre-school, children and parents receive a warm welcome from friendly and passionate staff. They ensure that children's emotional needs are well met and children quickly become absorbed in their play. Children demonstrate they feel safe in the nurturing environment and new starters identify their coat peg, as they hang up their belongings. Children are well behaved. They wait patiently to take turns, for example, at snack and group activities.

p.2

The provision is good

Children are supported to have a positive attitude to their learning and play. For example, staff model pre-writing skills through planned mark-making activities. They encourage children to try for themselves. This results in children copying and creating line drawings, shapes and self-portraits. These are displayed to the delight of the children on washing lines in the setting's art gallery. Staff praise the children's efforts and there is a shared sense of pride and achievement.

p.2

The provision is good

Children with special educational needs and/or disabilities (SEND) make good progress from their individual starting points. Experienced staff adapt activities using children's interests to enhance learning opportunities. Children benefit from time spent outside. They explore the large outdoor play spaces with confidence and independence. Parents appreciate the support staff give their children with regards to making healthy lifestyle choices.

p.2

need to do better?

n The setting supports children's emotional well-being effectively. For example, when they first start attending, information is gathered from parents to help staff establish each child's interests so that they can provide toys and resources which are familiar to them and help them settle. Designated time is also given to preparing children for the move on to school as they reach school age. This ensures that all children are ready for a smooth transition into their new settings. n The setting supports staff to attend training courses. This helps them to develop their knowledge of how to support children with SEND. For example, as a result of training, staff effectively put into place appropriate interventions for children who have additional sensory needs or need support regulating their emotions. n Children are supported to be independent. When staff ask them to wash their hands before eating, they do this willingly, establishing good hygiene routines.

p.2

need to do better?

Children pour their own drink at snack time and older children count out the correct number of plates and cups for their friends. As a result, children are growing in confidence and developing healthy lifestyles. n When children first start at the pre-school, the setting gathers information from parents to help them establish what the children can and cannot do. They use

p.2

need to do better?

10 September 2024 this information, along with assessments and observations of children's learning, to help identify children's next steps in learning. The key person then supports the children to progress in their development. This sometimes includes focusing on a specific aspect of learning for children with SEND. As a consequence, all children have a secure sense of belonging from which they can progress. n The setting encourages a love of books and this contributes to children's understanding of the words they use. The setting has a clear approach when introducing vocabulary which is linked to topics. This includes using pictures as well as words when they are working with children with SEND. However, occasionally staff interactions with children limit the opportunity for them to think and respond during conversations. Additionally, there is not enough time for individual children to practise the correct pronunciation of words.

p.2

need to do better?

n The setting provides opportunities for the children to develop a sense of responsibility and to show positive behaviours. Children show kindness to each other when they play indoors and outdoors. For example, they wait for their turn to go down the slide and quickly tidy their toys away and calmly go to the carpet for group time. This helps children to forge friendships and respect for everyone in the setting. n Parents appreciate the nurturing feel of the pre-school and the practical support given to them and their families. The setting puts on a variety of workshops throughout the year that the parents can attend. These are focused on how they can support their child's learning at home. Parents are extremely positive about the setting and say it is a safe place that is at the heart of the community.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n strengthen staff interactions to encourage them to help children think and respond during conversations.

p.3

Setting details

Unique reference number 2677404 Local authority St Helens Inspection number 10350654 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 30 Number of children on roll 22 Name of registered person St Matthews Preschool Limited

p.4

reference number

Telephone number 07970271223 Date of previous inspection Not applicable

p.4

Information about this early years setting

St Matthews Pre-School registered in 2022. The setting employs four members of childcare staff. Of these, four hold appropriate qualifications from level 3 to level 6. Sessions are between 8.30am and 3.45pm, during term time only. The pre-school provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The manager, deputy manager and inspector had a learning walk together of all the areas of the pre-school and discussed how the setting implements the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector had a meeting with the manager. She reviewed relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector carried out a joint observation with the manager. n Parents shared their views about the pre-school with the inspector.

p.5

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.

p.5

Inspection activities

10 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6