St. Peters Pre-School

Inspection of St. Peters Pre-School St. Peters Church, Southend Road,Bradfield, Reading, Berkshire RG7 6EU

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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 show they are happy and confident as they arrive at the pre-school. They are warmly welcomed by staff and show they know the expected routines of washing their hands prior to having circle time. Children have a good range of inviting learning experiences and activities, which are used well by staff to support children's learning. For example, as children play shop keepers, staff talk about healthy choices of food, which helps to support children's health and self-care. Children form good relationships with staff and each other. They behave well, and staff use effective methods to help children learn patience. For example, sand timers are used to indicate to children when it is time to swap turns with resources.

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The provision is good

Staff have high expectations for children, and they plan and provide a range of activities to help them achieve. Staff skilfully respond to children's ideas and adapt activities to incorporate these to build on children's learning. For instance, as children talk with staff about numbers and volume, children start to discuss what is lighter and heavier, which is quickly followed up with exploration play using the measuring scales. Staff provide a rich language environment for the children. They successfully narrate what they are doing with the children and ask a good range of questions, which ignites children's communication and language.

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need to do better?

n Staff plan activities based on themes that support and enhance the children's interests and development. Children have recently had fun learning about people who help us and incorporate this in their imaginative play. For example, children develop their physical development outdoors as they ride on bikes. During their play, they pretend to ride on fire engines and call out to their friends to help them to put the 'fire' out. n Staff ensure children can access various materials and resources to extend their play and learning independently. However, staff do not always plan activities to stretch and challenge learning further, particularly for the oldest children, to enhance their thinking. Nevertheless, children make good progress and have fun in this child-centred and nurturing setting. n Children are developing a good understanding of how to keep their body and teeth healthy. For example, staff communicate with children about the

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need to do better?

importance of eating healthily and maintaining good oral health routines. Children learn new techniques for brushing their teeth as they use toothpaste and brushes to clean the 'teeth' pictures. Staff support children to be physically active. Children develop their balancing and jumping skills as they work together to create obstacle courses with crates and tyres. Staff talk to the children about the effects the sun has on their bodies during play. They support them with gentle reminders to apply suncream, keep their hats on and drink plenty. This

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need to do better?

9 July 2025 supports children's overall well-being. n Children are happy, curious and engaged while at the pre-school. They have formed some good strong friendships and are often heard laughing together in play. Children are confident to speak up and call for staff as needed, especially if their peers are not maintaining the expected rules. Children benefit from consistent praise from staff and are keen to help to tidy away the toys, showing good independence. n Parents comment positively about the staff, the progress their children have made and experiences that their children receive. They explain that they feel well involved and fully informed about their children's learning and progress. Parents receive regular communication regarding their children's learning and development through regular feedback, parent meetings and record keeping. n Staff comment they feel well supported. Overall, they benefit from daily

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need to do better?

conversations with the management team. However, the ongoing coaching and mentoring of staff does not focus precisely on ensuring that routines are consistent, especially at snack time, so that staff receive clear feedback on their practice. Regardless of this, staff comment they receive a good amount of training and the management team are approachable and supportive of their well-being.

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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 consistent challenges for the most able children to extend their learning to the highest possible level n strengthen methods of coaching and mentoring to ensure there is a fully consistent approach to promoting children's good health, especially at snack time.

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Setting details

Unique reference number 508013 Local authority West Berkshire Inspection number 10408188 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 24 Number of children on roll 17 Name of registered person St Peter's Preschool Committee

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reference number

Telephone number 0118 974 4000 Date of previous inspection 28 January 2020

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Information about this early years setting

St. Peters Pre-School registered in 1992 and operates from the church annex in Bradfield Southend, Berkshire. The pre-school is open each weekday from 9.15am to midday. On Tuesday, Wednesday and Thursday, it operates a lunch club and afternoon sessions from 12.30pm to 3pm. Children attend for a variety of sessions. The pre-school receives funding for the provision of free early education for children aged two, three, and four years. Of the five staff who work with the children, three hold relevant qualifications at level 3.

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Inspection activities

n The manager explained the pre-school curriculum during a learning walk with the inspector. n Parents shared their views of the setting with the inspector. n The manager and the inspector completed a joint observation of an activity together and discussed the quality of teaching and learning afterwards. 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 Children spoke to the inspector about the activities they took part in. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of 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

9 July 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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