St Peters Pre-School

Inspection of St Peters Pre-School St. Peters Church Centre, Street Lane, Ardingly, Haywards Heath, West Sussex RH17 6UN

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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

Staff provide a welcoming and secure environment for children. Children show excitement as they arrive and run into the open arms of staff, before engaging in a selection of well-planned activities. Children who are still settling into the pre- school are given extra support and reassurance. This helps them learn quickly that the pre-school is a safe place to be and that staff are kind, friendly and fun. Staff get to know children well and plan a broad and balanced curriculum that builds on what children already know. Children are inspired and motivated through a variety of stimulating activities based on their current interests. Consequently, all children, including those who need additional support, make good progress from their starting points.

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The provision is good

Staff are excellent role models, and this positively impacts the way children behave. Minor altercations are dealt with swiftly and sensitively, as staff remind children of the pre-school rules, such as 'eating nicely' at the table. Staff remind children to take turns with resources and toys. As a result, children learn why sharing is important in developing friendships. Staff teach children about the skills needed for future learning, such as becoming more independent in dressing and self-care and listening to what others have to say. Consequently, children are prepared for the next stage in their education, such as moving on to school.

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need to do better?

n Leadership at the pre-school has recently changed and is adapting well to working alongside an already strong and well-established staff team. There are future plans in place to further support staff to enhance their already good teaching to positively impact the children in their care. Staff report that their well-being is very high and that leaders ensure that they feel valued and listened to. Parents provide extremely good feedback on the supportive staff team who have built meaningful bonds with their children. n Leaders ensure that referrals are made to the appropriate outside agencies in order to further support children. Staff use advice provided by external professionals to create and implement individual learning plans. This approach helps to ensure that children who are at risk of falling behind are provided with the same level of care and education as other children. n Overall, interactions between staff and children are stimulating and purposeful.

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need to do better?

Staff identify areas that children need to develop further and areas that children might need further support with. However, there are times during adult-led activities when staff do not consistently support and encourage more hesitant children to interact in a group. At these times, more confident children capture staff's attention, and quieter children are occasionally overlooked. As a result, some children do not always consistently receive the same learning experience

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need to do better?

26 November 2024 as others. n Generally, staff provide a language-rich environment. They use rhymes and discussions to introduce new vocabulary and support children's developing communication skills. However, there are times when staff ask children questions in quick succession. This does not give children enough time to process language and can prevent them from contributing their own opinions and ideas. n Staff teach children to understand healthy lifestyles. Children have daily opportunities to play in the fresh air or to walk around the community in which they live. They prepare and serve themselves a healthy snack of fruit and vegetables. Staff encourage children to contribute to discussions about what foods are healthy and unhealthy for our bodies. n Staff weave mathematical learning into children's play. They model the language of size, volume and number in everyday discussions. Children go on to use

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need to do better?

mathematical concepts, which they include in their own self-facilitated play and daily routines. For example, children count as they hand out plates to each other. They predict height and measure as they build a bridge over a toy train track. Children know the meaning of the words 'higher', 'heavier' and 'length' and use the words accurately during their play. n Staff promote children's creativity and imagination well. Activities are based on children's current interests. For example, for children who enjoy trains, staff create a role-play area of a train station. They play alongside children and extend their learning. For instance, staff encourage children to make tickets and make a map of 'a journey to London on a train'.

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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 interactions so that children, particularly less confident children, fully engage and benefit from the learning opportunities n give children more time to think and respond to questions asked to support their speaking and critical thinking skills.

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Setting details

Unique reference number 113730 Local authority West Sussex Inspection number 10368489 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 14 Number of children on roll 24

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Name of registered person

St. Peter's Pre-School and Toddler Group Committee

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reference number

Telephone number 07969 890907 Date of previous inspection 22 March 2019

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Information about this early years setting

St Peters Pre-School registered in 1992 and operates from St Peters Church Centre in the village of Ardingly near Haywards Heath, West Sussex. The setting is open on Monday to Thursday, from 9.15am to 2.45pm, and on Friday from 9.15am to 12.15pm, during term time only. The pre-school provides government funded early education places for children aged from two to four years. There are five members of staff, three of whom hold relevant qualifications up to level four.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they intend for the children to learn. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n Parents shared their views of the setting with the inspector. n Children shared their views of the setting with the inspector. n A meeting was held between the inspector, manager, deputy manager and chair of the committee. The inspector looked at relevant documentation and discussed the suitability of the staff. n The inspector completed a joint observation with the manager.

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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

26 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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