Church House Pre-School

Inspection of Church House Pre- School St Mary's Church Hall, Church Lane, Mirfield, West Yorkshire WF14 9HX

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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 in the pre-school foster friendships and cooperative play, ensuring children feel confident and secure in their interactions. For example, children help set up an obstacle course with ramps and take turns going round. Staff scaffold learning effectively through language, questions and interactive activities. For instance, during story time of the book 'Goldilocks and the Three Bears', children recall and can answer what happens next.

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The provision is good

Activities such as litter picking and community engagement instil a sense of responsibility and environmental awareness in the children. This promotes good citizenship from an early age. The pre-school has a sensory focus with attention to planting and environment awareness through recycling and creative arts. For example, children re-use washed yogurt lids to create a poppy collage. Children engage in activities that enhance their large-muscle skills, for example riding bikes and composting tasks. Staff consider children's physical development well.

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The provision is good

Staff provide encouragement and emotional support, for example assisting nervous children on slides, fostering resilience and confidence. Children are given choices, for example selecting tools for composting. They are involved in routine tasks, like putting on coats and wellies, which promote independence.

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need to do better?

n Staff in the pre-school focus on key developmental goals, such as confidence building, resilience, cooperative play and school readiness. The curriculum is rich and varied, offering opportunities across all areas of learning with real-life experiences. For example, children enjoy changing, dressing and feeding babies. However, occasionally, staff do not always specifically focus children's attention on the intended learning aims, to consistently build on what they already know. n Children demonstrate caring attitudes, for example carefully relocating a centipede during outdoor play, reflecting respect for living things. Children show positive attitudes towards their learning, independence and caring for others. For example, older children help set up cups and plates during snack time and pour drinks for younger children. n The children enjoy playing with dough. They roll the dough into sausages and

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need to do better?

staff model language well. They introduce words, like 'tall, short, long, stretch, roll' and incorporate early mathematics skills. The older children are able to confidently estimate the number of balls without counting them. Staff support children's small-muscle development for later writing. Staff sometimes do not take into account the gap in language with younger children. n Staff are effective in providing a nurturing, inclusive environment for children with special educational needs and/or disabilities. They tailor their focus on skills

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need to do better?

5 February 2025 they have identified in a child's next steps. Individual educational plans are in place. Staff work with parents and professionals to meet the children's needs. Additional funding is used well to meet children's individual needs. n Children have strong relationships with staff and feel secure and supported. All children have a key person, who helps them form secure bonds to promote their well-being. Respectful relationships between staff and children foster a positive learning environment. Parents are positive in their views and are confident that their children progress well during their time at the pre-school. n Leaders undertake appropriate vetting and recruitment procedures, however, do not to keep clear records of checks made, including ongoing suitability of staff. Staff express how they are happy in the workplace and their well-being is considered by leaders. Although staff have supervisions, team meetings and

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need to do better?

training sessions, there are inconsistencies in documentation and supervision. Systems to ensure these are carried out regularly and used to strengthen and raise the quality of interactions by staff are still not embedded. n The setting has failed to notify Ofsted of changes to committee members, as required. Leaders recognise the need for better control and training for committee roles.

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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 plan more effectively to support younger children's communication and language development n improve record-keeping and implement a clear process for regularly checking staff suitability n develop a regular system of supervision and training so the quality of practice continues to improve to even higher levels.

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Setting details

Unique reference number 311345 Local authority Kirklees Inspection number 10375777 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 Sessional day care

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inspection

Total number of places 25 Number of children on roll 29 Name of registered person Church House Pre-School Committee

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reference number

Telephone number 01924497860 Date of previous inspection 2 May 2019

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Information about this early years setting

Church House Pre-School registered in 1970 and is located in Mirfield. The pre- school employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 or above, including one who holds a level 4 qualification. The pre-school opens Monday to Friday, 8.30am until 3pm, term time only. The pre-school offers the government funded places for childcare.

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Inspection activities

n The inspector completed a learning walk with the manager to discuss how the provision is organised. n A joint observation of the quality of teaching was conducted and evaluated by the manager and the inspector. n The inspector observed children playing and learning and talked to children and staff. n The inspector spoke to a sample of parents to gain their views of the pre-school. n A leadership and management meeting with leaders of the pre-school was held, to discuss safeguarding arrangements, sample documentation and demonstrate suitability of the staff.

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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

5 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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