Newbold Parish Church Pre-School

Inspection of Newbold Parish Church Pre-School The Eagle Club, St Johns Road, Newbold, Chesterfield, Derbyshire S41 8QN

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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

All children, including those who speak English as an additional language, show positive relationships with staff. For instance, in the garden, older children invite staff to ride on scooters with them. Children and staff wheel scooters around the area and laugh together. Younger children receive praise from staff when they take turns to confidently access a small slide outdoors. Staff show them how to share resources when they play with dough. Older children are asked to use their indoor voices when they begin to speak loudly, helping them to follow the rules.

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The provision is good

Children are encouraged to be independent. Younger children begin to peel their fruit at snack time. Older children are given time to take off their boots and dressing-up clothes by themselves. Older children are supported by staff to understand special events. Staff help them to learn about Remembrance Day and how poppies represent soldiers that went into war. Children join staff in a one- minute silence. Staff ask children to remember the soldiers and reflect on how lucky they are themselves. Staff praise children for sitting quietly and following their instructions, helping them to learn skills for their move on to school. Additional funding that some children receive is spent effectively to support their individual needs. This includes purchasing sensory toys to help children to be calm, promoting their emotional well-being.

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need to do better?

n The management team monitors the progress that all children make. This helps them to identify any gaps in learning. Information gathered from these assessments identifies gaps in children's communication and language skills. Therefore, staff implement strategies to help close these gaps. For example, staff support older children to recognise words that begin with the same initial sound. Children say, 'jet', 'jelly' and 'jug', supporting them to pronounce words correctly. n Staff provide children with a nutritious range of snacks and drinks to promote a healthy diet. Staff ask children to eat their sandwiches first at lunchtime, telling children that it will give them energy. Other children hear the conversations taking place and say, 'I need energy too,' as they eat their sandwiches. n The management team gathers feedback from parents to help them evaluate the experiences they offer children. From parents' comments, staff help children

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need to do better?

to clean their teeth daily to promote oral health. Children have their own toothbrushes and are reminded to clean the back and front of their teeth when they brush them. n Staff support children to be imaginative. For example, staff help younger children to learn how to use a knife safely to spread pretend paste onto toast in a kitchen role-play area. Children copy staff and give visitors a piece of pretend

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need to do better?

11 November 2024 toast. Older children take pretend ice creams to staff. Children act out their own life experiences through play. n Staff have a good knowledge of their key children's interests and what children need to focus on to help them progress in their learning. However, this information is not shared with all staff to help them recognise how best to help some children with their learning. Therefore, during children's self-chosen play, not all children are supported by staff to make the best possible progress. n Staff help children to understand what is expected of them. For example, when children show positive behaviours, such as being kind or playing nicely with their friends, staff reward them. Children are chosen to be the 'star of the day'. They proudly receive certificates to reward their achievements. n The management team supports staff through, for example, supervision and appraisal meetings. Staff have opportunities to reflect on their practice. However,

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need to do better?

some staff are not supported to increase their knowledge of how to adapt their teaching skills to build on learning for the different ages of children. For instance, some staff plan activities that are too advanced for younger children. n Staff talk to parents to share information with them about their children's day, such as activities they enjoy and their next steps in learning. Parents say that staff feel part of their family and that they offer a home-from-home environment for their children.

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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 strengthen the sharing of information about children's individual learning needs between children's key person and other staff n help staff to increase their knowledge of how to adapt their teaching skills to build on learning for the different ages of the children.

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Setting details

Unique reference number 206826 Local authority Derbyshire Inspection number 10359782 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 Full day care

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inspection

Total number of places 50 Number of children on roll 37

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Name of registered person

Newbold Parish Church Pre-School Committee

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reference number

Telephone number 07847 200814 Date of previous inspection 3 December 2018

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Information about this early years setting

Newbold Parish Church Pre-School registered in 1967 and is situated in Newbold, Chesterfield. The pre-school employs 10 members of childcare staff. Of these, two hold appropriate early years qualifications at level 6, two at level 5, three at level 3 and two at level 2. The pre-school opens from Monday to Friday, during term time. Sessions are from 8am until 3pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager, deputy manager and inspector completed a learning walk together of all areas of the pre-school and discussed how the manager and deputy manager implement the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has 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 carried out a joint observation with the manager and deputy manager. n The inspector held a meeting with the manager and deputy manager. She reviewed relevant documentation and evidence of the suitability of staff working in the pre-school. n Parents shared their views about the pre-school 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

11 November 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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