St Andrews Pre-School

Inspection of St Andrews Pre-School St Andrews Church, Blagreaves Lane, Littleover, Derby DE23 1PX

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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, including children with special educational needs and/or disabilities (SEND), enjoy their learning in this friendly and vibrant pre-school. They make good progress overall in all aspects of their development. Staff prepare children well for the next stage in their learning, including systematically developing the skills and knowledge they need for starting school. For example, children learn to develop their fine muscle control and cutting skills as they design and create paper tree sculptures and collage pictures with twigs and other natural objects inspired by the story of 'The Stickman'. Such activities help to prepare children for the later development of their writing skills.

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The provision is good

Children are safe and secure. They rise to the staff's high expectations and are very well behaved. Children, including those who find it difficult to manage their emotions, build strong relationships with the positive, knowledgeable and engaging staff. The staff skilfully help children to develop the skills they need to play well with other children. For example, children know that only four children at a time can row the role-play rocking boat and happily wait their turn. Children learn how to take good care of themselves and live healthily. For example, they frequently spend time inside and outside engaged in progressively challenging physical activities and enjoying nourishing snacks. Parents overwhelmingly appreciate the care and consideration staff constantly show and the very regular communication they receive to support their children's learning.

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need to do better?

n Staff plan well overall to help children build sequentially on their previous learning. They make good use of children's interests to ensure children are motivated and engaged. However, staff do not consistently make full use of all activities the children participate in to fully extend and deepen their learning. For example, they do not consistently vary the questions they ask children to help them broaden their knowledge or model further ways to use emerging skills. n Staff strongly support children with SEND and many who may be vulnerable and need further support. They identify gaps in children's learning at an early stage and work very closely with other professionals, such as educational psychologists, inclusion teams and speech and language therapists, to address them. Leaders make very good use of additional funding, for instance, to boost children's communication skills and help them manage their emotions.

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need to do better?

n Staff prioritise the development of communication skills for all children effectively, including children who speak English as an additional language. They make very good use of songs and rhymes to engage children in listening to and learning new words and phrases. They introduce children to a well-planned breadth of fiction and non-fiction through, for example, the book and song of

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need to do better?

9 December 2024 the month. Staff read stories well and help children to become familiar with new vocabulary and develop their understanding of the world. n Children's good behaviour and personal development are promoted well. The welcome activities at the start of each session help children to reflect on and recall how they should behave towards each other and how they can be helpful and kind. Staff support children well to make decisions and persist in activities, including those children who sometimes find it hard to concentrate and remain on task. n Children are supported well to develop all aspects of their physical skills. They learn to handle small objects and different tools as, for example, they make their sparkling star-print pictures or spread butter and jam on their toast and crackers. Children become very confident in pouring their own water or milk and drinking from open cups. They develop their ability to balance and steer as they

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need to do better?

progress from simple three-wheeled vehicles to balance and pedal bicycles. n Leaders are ambitious to ensure all children leave the pre-school as happy, confident and eager learners. They are well qualified and are strong role models to staff and children. They support staff's professional development well. Staff are passionate about their roles and work well as a team and to share their training and experiences. Staff turnover is low and morale is high. n Parents strongly recommend the pre-school. They strongly feel that their children are well prepared for their future learning experiences, including starting school. Parents particularly appreciate how welcoming and supportive the staff are to support their children's diverse needs.

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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 sharpen the curriculum planning and support for the staff's professional development to ensure all opportunities are taken to fully broaden and deepen learning through all children's experiences.

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Setting details

Unique reference number EY541153 Local authority Derby Inspection number 10364108 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 38

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Name of registered person

St Andrews Pre-School (Derby) Community Interest Company

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reference number

Telephone number 07970382972 Date of previous inspection 24 January 2019

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Information about this early years setting

St Andrew's Pre-School registered in 2016. The pre-school employs eight members of childcare staff. All hold appropriate early years qualifications at level 2 and above, including six at level 3. The pre-school opens on Monday, Tuesday and Thursday from 9am until 3.45pm, and on Wednesday and Friday from 9am until midday, during term time only. The pre-school provides funded early education for two-, three- and four-year-old children, including funding for disadvantaged children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The manager and the inspector completed a joint observation of an activity and evaluated the observation together. n The inspector spoke with leaders about the leadership and management of the pre-school. n The manager provided the inspector with relevant documentation, including the evidence of the suitability of staff. n The inspector spoke to several parents and reviewed written comments to take account of their views.

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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

9 December 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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