The Pre-School at St Joe's Ltd

Inspection of The Pre-School at St Joe's Ltd St. Josephs Catholic Primary School, Great Hadham Road, Bishop's Stortford CM23 2NL

p.1

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

p.1

The provision is good

Children run for cuddles from staff who have developed warm relationships with them. They arrive happy and ready to learn, skilfully hanging bags and coats on named pegs. Staff use their knowledge of children to plan meaningful learning experiences for them. As a result, children are incredibly independent in their learning. They play in the home corner, stating, 'It is a café,' inviting adults to sit for tea. They use their imagination to mix ingredients, saying, 'It needs salt and flour,' before serving their guests.

p.2

The provision is good

Staff are inventive. They provide a variety of experiences that build children's confidence outdoors. Children learn to climb on a large wooden train to go on a journey. They build dens and use expert balancing skills on bridges made of planks and tyres. Children play hide and seek, squealing and laughing when they find each other. They say, 'Where are you?' and, 'I found you,' to interact with each other throughout their games.

p.2

The provision is good

Children show self-control and are guided by staff to learn respect for others. They share resources and negotiate during games, saying, 'You hide first.' Children learn to understand their identity and celebrate people who are important to them. They talk about loving mummy and daddy while creating Valentine's Day crafts.

p.2

need to do better?

n Staff plan a balanced curriculum for children across all areas of learning. Children instinctively use numeracy and literacy skills in their play. They count to 10 while playing games and count out food items at lunchtime. Children use descriptive language as they discuss blueberries and feta cheese and talk about eating a healthy lunch. They sit quietly reading books after lunch, retelling stories by repeating words and phrases. n Teaching is good. Staff model language and use visual prompts to support children's communication. Children point to pictures to indicate what they want and say thank you by using gestures. They use their imagination to draw pictures and say, 'I am drawing a rainbow,' as they proudly show off their creations. Children blow bubbles and talk about their shapes during adult-led activities. However, staff miss opportunities to extend children's learning further by allowing them to do things for themselves.

p.2

need to do better?

n Children learn about the wider world and festivals such as Diwali and St Patrick's Day. They excitedly dress up and dance while listening to new music. Children use their creative skills to paint pictures and make lanterns, naming the colours and textures. In spring, children plant flowers and herbs in the garden and learn to water them while watching them grow. n Staff work in partnership with parents and external agencies to support children

p.2

need to do better?

13 February 2025 with special educational needs and/or disabilities. Tailored support plans and interventions enable children to reach their full potential. Children who speak English as an additional language make good progress in their communication skills. n Children make excellent transitions from the setting to school. Staff support children to develop their independence and social skills that enable them to prepare for school. Additionally, staff build professional relationships with local schools to ensure transitions for children are well managed. Teachers meet children and discuss their development with staff before transition. n Staff generally support children to regulate their behaviour. Children share resources and play cooperatively, showing self-control and tolerance of each other. Occasionally, staff do not notice unwanted behaviour, meaning children do not always have the support to understand their emotions.

p.2

need to do better?

n Parent partnerships are strong and securely embedded in the setting. Parents are seen as partners in their children's learning. They are informed about their children's achievements and given strategies to extend these at home. Children make good progress because learning is a continuous process for them. n Leaders access a range of training opportunities for the staff to build on what they already know. For example, staff attend regular safeguarding briefings to strengthen their knowledge in this area. They learn how to support children's communication skills during sing-and-sign lessons. As a result, children make good progress in their language development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n support staff to help children learn how to manage and understand their emotions more effectively n strengthen teaching strategies that allow children to practise doing things for themselves to extend their learning further.

p.3

Setting details

Unique reference number 2709007 Local authority Hertfordshire Inspection number 10372458 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 24 Number of children on roll 40 Name of registered person The Pre-School at St Joe's Ltd

p.4

reference number

Telephone number 07900 971309 Date of previous inspection Not applicable

p.4

Information about this early years setting

The Pre-School at St Joe's Ltd registered in 2022. There are four members of childcare staff, including the provider, all of whom hold appropriate early years qualifications at level 3 or above. The provider has qualified teacher status. The setting opens Monday to Friday during school term time. Sessions are from 8.30am to 3.30pm. The setting provides government funded early education for all eligible children.

p.4

Inspection activities

n Leaders discussed the intent of their curriculum during a learning walk with the inspector. n The inspector carried out a joint observation of a group activity with the manager. n The inspector spent time observing the quality of education and teaching, indoors and outdoors, and assessed the impact on children's development and learning. n A leadership and management discussion took place between the manager and the inspector. n The inspector talked to several parents during the inspection and took account of their views. n Leaders shared documentation, including evidence of staff suitability and training certificates, with the inspector. n The inspector talked to staff at appropriate times during the inspection.

p.5

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.

p.5

Inspection activities

13 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6