St. Anthony's Catholic Primary School and Nursery

Inspection of St. Anthony's Catholic Primary School and Nursery St. Anthonys Catholic Primary School, Farnham Road, Farnham Royal, SLOUGH SL2 3AA

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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 Not applicable

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The provision is good

Children quickly form trusting relationships with the nurturing staff and settle in well. If they find it difficult, the caring staff offer reassurance. Children's sense of safety and security at the nursery is evident. Staff observe and assess children's learning effectively, using their insights to plan activities based on individual interests. For example, children laugh with delight and excitedly squeal as they pour water from jugs. They demonstrate a fantastic willingness to try new things.

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The provision is good

Staff are positive role models, and children behave well. Children have positive attitudes to play and new experiences. For example, older children enjoy counting to five, beaming with pride as they confidently call out the next number. This helps children to remain focused during activities.

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The provision is good

Staff know the children very well and place a strong focus on supporting their social and emotional development. Children form warm, trusting bonds with staff and build close friendships with their peers. For example, they exchange kind smiles and make eye contact while sitting together in the book area. They develop essential social skills that will support them as they transition to the next class within the attached school.

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need to do better?

n Staff plan a curriculum that builds children's confidence and fosters a love of learning through play. For instance, babies eagerly explore light-up toys, delighting in discovering which buttons activate them. Older children become engrossed in colouring number sheets, strengthening their early mathematics skills. However, at times, staff do not sequence learning effectively, and play opportunities are limited. They do not start from what the children already know and can do. This limits younger children's learning and exploration. n Staff provide nurturing and supportive teaching interactions, fostering a warm and engaging learning environment. They actively encourage conversations with children while sharing their favourite stories, strengthening communication and language skills. For example, younger children enthusiastically point to pictures and imitate familiar animal sounds, such as saying 'cluck, cluck' for a chicken.

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need to do better?

Their love of books and reading supports the development of essential early literacy skills. n Overall, staff support children to behave well. They encourage turn-taking and help children consider the feelings of others, promoting cooperative play. However, at times, staff do not consistently communicate clear behaviour expectations. Instead of guiding children to understand their actions, they sometimes redirect them away from an activity. This approach does not always support children in making positive behaviour choices or learning the difference

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need to do better?

7 February 2025 between right and wrong. n Children with special educational needs and/or disabilities are supported well. Staff use observations and assessments to identify potential gaps in children's learning. They work with parents and other professionals to seek the additional help each child needs. For instance, children who previously struggled with physical skills can now run, jump and walk with confidence. All children make the best possible progress. n The leadership and management in the nursery are strong. Leaders and staff are committed to continuous improvements. They use self-evaluation effectively to make positive changes to the nursery. Staff attend training to enhance their practice. For instance, staff explain how recent training around supporting the youngest children will help them to implement new activities. Staff receive regular supervision and appraisals from managers. This helps staff to feel

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need to do better?

supported in their roles. Staff report high team morale, which creates a harmonious learning environment for children. n Staff and leaders have strong partnerships with parents. Staff share information with parents and involve them in their children's learning. Parents value the clear communication and the flexible, personalised approach of the staff. Staff warmly invite parents into the nursery at any time, and many parents regularly visit to spend time with their children during the day. This openness helps to support children's well-being and strengthens the trusting bonds they have with the staff.

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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 support staff to plan a sequenced curriculum and improve the variety of play experiences to consistently support children to practise skills they need for future learning n ensure staff provide children with more consistent behaviour expectations to help them make positive behaviour choices.

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Setting details

Unique reference number 2695684 Local authority Slough Inspection number 10376262 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 8 Number of children on roll 8 Name of registered person St Thomas Catholic Academies Trust

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reference number

Telephone number 01753645828 Date of previous inspection Not applicable

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Information about this early years setting

St Anthony's Catholic Primary School and Nursery registered in 2019. It operates from a room within St Anthony's Catholic Primary School in Slough, Berkshire. The nursery offers childcare facilities to children of school staff. It is open Monday to Friday from 8.15am to 5pm during term time only. There are two staff who work with the children, both of whom hold an appropriate early years qualification at level 3.

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Inspection activities

n The nominated individual joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the nursery. 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 during a group activity. n Parents shared their views of the nursery with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

7 February 2025 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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