Chalfont St Peter Preschool

Inspection of Chalfont St Peter Preschool Chalfont St Peter Community Centre, Gravel Hill, Chalfont St Peter, Gerrards Cross SL9 9QX

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children arrive extremely eager to learn and play. New children settle in extremely well. Staff, families and children have developed excellent relationships. Leaders and staff successfully create an environment,where each child's physical and emotional well-being is prioritised and expertly nurtured. The calm, consistent and very caring approach of staff supports children to understand and manage their emotions extremely well. Staff provide an abundance of praise to children when they complete tasks, building their already high self-esteem. Transitions throughout the day are smooth and seamless, supporting children as they move around activities. This helps to ensure that children feel secure and that their emotional needs are consistently met, fully supporting their well-being.

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The provision is good

Children have lots of opportunities to use their imaginations and be creative. Children pretend to make food and drinks and eagerly engage staff to join their play. Staff encourage children to develop their fine motor skills and control over tools, such as using crayons for a bark rubbing activity and pouring water from jugs to cups.

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need to do better?

n The dedicated leaders have high ambitions for the nursery and put a high emphasis on staff, children's and families' well-being. Staff are attuned to children's emotions. For example, they recognise and respond to their emotional needs when they show they are sad. Staff purposefully use activities to help young children understand how emotions make them feel. This contributes to equipping children with coping skills when they experience strong emotions. n Children make good progress. The setting uses additional funding well. They look at what children need to succeed and provide them with opportunities that they might not usually experience. Staff use children's interests to plan an exciting curriculum that supports children to become ready for their next stage of learning. Staff use children's love of the outdoors to teach them how to stay healthy. Children visit the allotment where they harvest fruit and vegetables. The

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need to do better?

children take these home to share with their parents. n Staff model language well through engagement with children. They show passion for continually introducing new vocabulary to children and giving clear explanations through a variety of activities. Children learn new words, such as 'vibrant' and 'deciduous', as they find leaves outside with staff. Staff enthusiastically share a range of stories with children and ask questions to support their understanding and sequencing skills. n Staff state they feel well supported in their roles. Staff have access to training and professional development, and they benefit from regular individual and team meetings. This helps staff to build on their knowledge and skills.

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need to do better?

10 September 2025 n Staff provide opportunities for parents to extend children's learning at home. For example, there is a library of activities for families to borrow. This helps children connect what they learn in the nursery to their daily life. Parents' views are respected, and staff regularly ask parents for updates about children's life experiences. This helps staff's understanding of children's development. Parents comment stating the care their children receive is 'excellent'. n Children behave well overall, staff are attentive to any unwanted behaviour and always ensure that the children are safe. However, staff do not consistently provide clear explanations to help children understand why some behaviour is unwanted. For example, they say 'kind hands' or 'walking feet' but do not explain what could happen if they run or do not share. n Mathematics is supported well in children's activities. Staff provide play

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need to do better?

experiences to encourage children to expand their maths vocabulary. For example, children decide together which objects are higher and lower and shorter or longer. This helps build children's social skills and their understanding of early maths concepts.

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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 further staff skills to consistently provide children with explanations about the impact of unwanted behaviour.

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Setting details

Unique reference number EY553168 Local authority Buckinghamshire Inspection number 10407961 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 25 Number of children on roll 16 Name of registered person Chalfont St Peter Montessori Limited

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reference number

Telephone number 07792952798 Date of previous inspection 22 January 2020

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Information about this early years setting

Chalfont St Peter Preschool registered in September 2017. It is located in Chalfont St Peter, Buckinghamshire. The pre-school operates each weekday from 8am until 5pm during term time only. Funding is accepted for the provision of free early years education for children aged two, three and four years. The setting employs eight members of staff, seven of whom hold appropriate childcare qualifications from level 2 to level 6.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 observed the interactions between staff and children. n The inspector carried out a joint observation of an activity with the deputy manager. n The inspector spoke to several parents during the inspection and took account of their views.

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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

10 September 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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