St Pauls Pre-School

Inspection of St Pauls Pre-School St Pauls Church Hall, Tadley RG26 3PB

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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 arrive happily and settle quickly into the familiar routines of the day. They are warmly greeted by staff, who know them well and respond sensitively to their individual needs. Relationships between children and adults are nurturing and respectful. Children demonstrate high levels of confidence and independence as they explore the well-organised environment. They are curious, motivated and eager to learn.

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The provision is good

Children's views and interests are central to the curriculum. Staff listen carefully to children's ideas and use these to shape learning experiences. For example, they independently created a bus role-play scenario, taking turns as driver and passengers. Staff recognised this as a valuable opportunity to promote communication, cooperation and imaginative play. Children show pride in their achievements and develop a strong sense of belonging.

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The provision is good

Children are encouraged to take an active role in daily routines, which helps them grow in confidence and independence. At snack time, for example, they choose and prepare their own fruit, carefully chopping pieces with child-safe tools and chatting with friends as they share. New words like 'juicy' naturally become part of their vocabulary as they talk about what they like at home and discover new tastes together. As a result, they build important life skills, strengthen communication and make meaningful links between learning and their everyday experiences.

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need to do better?

n Leaders provide strong and stable leadership, even during periods of operational change. Clear contingency plans ensure continuity for children and families. This means children experience a consistent and familiar environment where they feel safe, secure and emotionally supported. Staff feel well supported. They describe leaders as approachable and value the regular supervision, training and peer observations. This results in a confident, knowledgeable team that provides high-quality care and education for all children. n The curriculum is ambitious and designed to include the different needs and interests of all children. It is rooted in child-led learning and tailored to meet individual needs. As a result, all children, including those with special educational needs and/or disabilities (SEND), benefit from purposeful learning experiences that are closely aligned to their individual interests and developmental starting

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need to do better?

points. n Overall, teaching is strong. Staff make the most of children's interests during spontaneous and self-chosen play, helping them to learn more and deepen their understanding. As a result, children enjoy meaningful learning experiences throughout the day. However, staff also offer a range of adult-led group

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need to do better?

26 June 2025 activities, and these are not always fully effective in offering children a good level of challenge. n Staff set up a wide range of exciting and well-organised activities that encourage children to play with purpose. They use children's favourite stories, like 'We're Going on a Bear Hunt', effectively to promote learning. Children eagerly re-enact scenes such as squelching through mud, tiptoeing through the forest and exploring the bear's cave. These activities help them use new words, work together with friends and share their own ideas. As a result, children grow in confidence and develop important communication skills in a way that's fun and meaningful. Staff also support children in making their own choices, helping them to become more independent and confident. n Children with SEND are well supported. Staff work closely with families and external agencies to ensure the timely identification of any gaps in children's

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need to do better?

development and to provide the coordinated support needed. This enables children to make progress, and they are fully included in the life of the setting. n Staff work closely with parents, sharing regular updates and building strong, trusting relationships. This partnership working helps to ensure that children experience consistent care and support across home and the setting. Staff also build strong relationships with staff at the local school, sharing helpful information about the children who will be starting there. They work closely with families to make sure everyone feels informed and involved in the process.

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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 adult-led activities to build on what children already know and can do to embed and extend their learning further.

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Setting details

Unique reference number EY545118 Local authority Hampshire Inspection number 10399198 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 28 Number of children on roll 21 Name of registered person Brookside Pre-School Ltd

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reference number

Telephone number 01189968794 Date of previous inspection 22 November 2019

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Information about this early years setting

St Pauls Pre-School registered in 2017 and is located in Tadley, Basingstoke. The pre-school employs five members of childcare staff, including four who hold early years qualifications at level 3 or above. The pre-school is open from Monday to Friday during term time only. Sessions are from 9am to 3pm, a breakfast wraparound care provision is available for families. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum and what they want the children to learn. n Children told the inspector what they like to do when they are at pre-school. n Staff spoke to the inspector during the inspection. 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 inspector and the manager carried out a joint observation of a mathematics activity. n Parents and carers shared their views of the pre-school with the inspector. n The manager provided the inspector with a sample of key documentation on request.

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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 June 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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