St Catherines C of E Private Nursery

Inspection of St Catherines C of E Private Nursery St. Catherines Hoddesdon C of E Primary School, Haslewood Avenue, Hoddesdon, Hertfordshire EN11 8HT

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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 happy and demonstrate a sense of security and belonging. This is because staff prioritise children's emotional well-being. Children and staff display secure and trusting relationships due to the effective key-person system. Staff help children to develop friendships with their peers. Children show kindness and empathy with their friends. They celebrate successes together, offering praise, for instance, when they have tidied away their toys.

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The provision is good

Leaders have developed a clear and ambitious curriculum that helps children to build secure foundations for learning. Children show active listening and respond positively to instruction from staff. Children show high levels of engagement in the wide range of learning experiences available. They behave well and staff support children to manage conflict peaceably through positive intervention. This helps children to learn how to manage future conflicts by themselves.

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The provision is good

Leaders recognise the ongoing challenges since the COVID-19 pandemic. They support children to develop strong friendships and play together socially. For example, children work together in the 'doctor's' to make each other feel better. Children with special educational needs and/or disabilities make good progress from their start points. All children receive the support and teaching they need to deepen and consolidate learning.

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need to do better?

n The ambitious and sequenced curriculum supports children to develop in the areas that matter most. Leaders have ensured that every child receives the support they need to become actively engaged in their learning and development. For example, staff ensure that children develop crucial emotional security that enables them to become positive learners. n Communication and language are well supported. Staff offer children many opportunities to develop conversation skills and new vocabulary. Children enjoy storytelling and singing sessions that further promote their use of language. Staff use a range of Makaton signs to further support children to develop crucial communication skills. n Staff know the children well. They tailor their excellent teaching to meet the emerging interests and needs of children. For example, children learn about capacity as they roll balls down chutes into a bucket. Staff recognise when

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need to do better?

children have specific play fascinations such as throwing. They channel these behaviours into safe activities, such as throwing beanbags into a box. n Transitions for children are seamless. Leaders have really considered how best to support children to settle into their day. When children arrive, they enjoy an initial period of time to settle, calm and slow down. Children enjoy a 'bucket

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need to do better?

3 October 2024 time' session. They show their developing listening and attention as they eagerly wait to see which item comes out of the bucket next. n Children are physically active. They run and climb with enthusiasm, navigating the available space with skill. The spacious outdoor spaces offer plenty of opportunities for children to balance, develop core strength and use their whole bodies. Children show joy and delight as they make it across the balance beams without falling off. n Staff provide a range of experiences that help children to develop an awareness of the local community. Children visit the library and supermarket. They learn about people in the community who help us, such as firefighters and police officers. Children are learning about a range of festivals and celebrations, including Diwali and Harvest Festival. n Children are becoming aware of their personal needs. They wash their hands

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need to do better?

and manage their toileting needs. On occasions, staff step in too quickly to help children. This means children do not always have time to try things for themselves, such as putting on the dressing-up outfits. This reduces opportunities for children to become independent. n Leaders recognise the value in professional development for themselves and their team. Recent training has helped leaders to reflect on the provision and make necessary improvements to the curriculum and teaching. Staff feel respected and valued by leaders and say that their well-being is supported. n Parents are happy with the care and education their children receive. They feel fully informed about their children's progress and say that communication is excellent. Parents feel included in decisions made about their children and are able to contribute to their learning both at home and at the nursery.

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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 help staff to recognise when to provide children with more time to manage tasks by themselves, enabling them to develop their independence.

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Setting details

Unique reference number 124114 Local authority Hertfordshire Inspection number 10355431 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 26 Number of children on roll 28

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Name of registered person

St Catherines C of E Private Nursery School Committee

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reference number

Telephone number 01992464700 Date of previous inspection 29 November 2018

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Information about this early years setting

St Catherine's C of E Private Nursery registered in 1994. The nursery employs seven members of childcare staff. Of these, five hold appropriate early years qualifications ranging from level 3 to level 6. The nursery opens from Monday to Friday during term time only. Sessions are from 8.30am to 3pm, with an optional lunch club. The nursery provides funded early education for children aged two, three and four years.

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Inspection activities

n The managers and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. 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 outside. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Parents shared their views of the setting with the inspector.

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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

3 October 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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