Stoke Holy Cross Pre- School

Inspection of Stoke Holy Cross Pre- School The Pavilion, Long Lane, Stoke Holy Cross, Norwich, Norfolk NR14 8LY

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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 Requires improvement

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The provision is good

Leaders and staff focus on getting to know children and their families before they start pre-school. They offer home visits to build relationships and form attachments. Staff are warm and caring. If children become upset, staff provide comfort and reassurance. This supports their emotional well-being. Consequently, children feel safe and secure and quickly settle well into pre-school life.

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The provision is good

Staff support children's imaginative play effectively. They join in sensitively and extend children's learning. For example, when children pretend to travel on a bus to the beach, staff provide ideas and suggestions such as eating ice creams and using the nearby sandpit to make sandcastles. Furthermore, staff revisit children's prior learning and provide activities that support children's literacy development. For instance, staff help children to recall the story of 'Goldilocks and the Three Bears'. They talk to them about the characters in the book and provide a tray of porridge oats, spoons and three different-sized bears and bowls, supporting their knowledge and understanding.

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The provision is good

Staff support children to share and take turns. They use sand timers to help children understand the passing of time and when it will be their turn next. This helps children to manage their behaviour, develop patience and play cooperatively with others.

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need to do better?

n Partnership with parents is good. Parents talk openly about the progress their children are making, particularly in communication and language. They share that their children 'come out with the most incredible extended sentences'. Regular assessments are undertaken and shared with parents to ensure they are kept informed of their children's development. n Transitions to school for children are considered carefully in advance. Staff work well with local schools to help children be emotionally ready for the next stage in their education. Staff invite teaching staff into the pre-school to visit children before they start school. They provide information about children's interests and level of development to help them move on effectively. n Children benefit from regular trips into the community and learn about the natural world. For example, they visit the local meadow to hunt for bugs and observe nature. Children learn about the life cycle of a butterfly and go to the

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need to do better?

meadow to release them into the wild. Furthermore, they enjoy accessing local facilities such as the library bus and field for sports days. Children develop a good understanding of the world around them and foster a strong sense of belonging within their community. n Children's all-round physical health is assured. Children spend plenty of time

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need to do better?

12 September 2025 outdoors each day, where they benefit from fresh air and regular exercise. Staff set up obstacle courses to help children develop their physical skills such as balancing, running and jumping. In addition, visits from the local dentist help children understand the importance of good oral health. n Leaders are reflective and evaluate the pre-school accurately. They are passionate about driving improvements and supporting staff to develop their teaching skills continually. For example, they provide effective role modelling and coaching throughout the day. Leaders are focusing on helping staff to understand the importance of providing consequences for children's actions. This helps children behave well, and there is a consistent approach emerging in managing children's behaviour. n Staff sit with children during mealtimes and supervise them well when they are eating. However, staff do not support children in developing their independence.

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need to do better?

For example, staff provide fruit that is already cut up, which does not provide opportunities for children to develop skills in using cutlery and self-serving. Children do not pour their own drinks or butter their own crackers. This reduces children's independence and opportunities to develop the skills they need to learn for their move on to school. n Children access a broad and balanced curriculum, and staff have a good understanding of what they want children to learn. They plan exciting activities that children are eager to take part in. However, occasionally, staff do not successfully carry out what they have intended for children to learn next. Children do not always learn as much as they possibly could.

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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 ensure staff support children to develop their independence further to support their move on to school n support staff to develop the implementation of planned activities to reflect the identified learning intention for the children taking part.

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Setting details

Unique reference number 254295 Local authority Norfolk Inspection number 10382846 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 Full day care

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inspection

Total number of places 15 Number of children on roll 24

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Name of registered person

Stoke Holy Cross Pre-School Playgroup Committee

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reference number

Telephone number 07305617153 Date of previous inspection 13 December 2024

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Information about this early years setting

Stoke Holy Cross Pre-School registered in 1992. The pre-school employs four members of childcare staff. Of these, all hold an appropriate qualification at level 3. The pre-school opens during term time only. They operate from 9am until 3pm Monday to Friday. The pre-school provides funded early education places for all eligible children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector observed the interactions between staff and the children. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff. n Parents/carers shared their views about the pre-school with the inspector.

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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

12 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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