St John's Preschool

Inspection of St John's Preschool St. Johns Vicarage, Irlam Road, Urmston, MANCHESTER M41 6AP

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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 Not applicable

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The provision is good

Leaders and staff place a strong emphasis on supporting children's emotional development, as a large proportion of children are new to the pre-school. This is further strengthened by staff who are nurturing and receptive to children's needs. Staff praise children when they tidy up at snack time and when they keep practising their skills. As a result, children have positive attitudes to learning and are ready for their next stage of development.

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The provision is good

Leaders and staff plan an ambitious curriculum. They recognise that some children need a gradual approach to their learning, as they are settling in. Staff plan exciting experiences for children. For example, children explore the cause and effect of sensory objects, such as bubbles popping and stretching squishy toys. Staff encourage children to look at their features in a mirror, then mix paints to create self-portraits. Staff simplify these activities for younger children and children with special educational needs and/or disabilities (SEND). As a result, all children are progressing well in their prime areas of learning.

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The provision is good

Staff adapt methods of communication for children who may face barriers to their learning, such as those who have limited language or speak English as an additional language. Staff learn key words in children's home languages and practise sign language with them. Children engage and respond to this well, repeating signs back to staff. As a result, all children are learning effective ways to communicate their needs and are progressing well in their language development.

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need to do better?

n Leaders and staff identify children's needs and interests quickly through careful observation and assessment. Staff use this information to recognise what all children need to do next. Furthermore, they ensure that interactions are sequenced and meet the needs of all children. This means that gaps in children's learning are narrowing and they are making good progress across all areas of learning. n Leaders place a strong focus on well-being and offer well-being check-ins for all staff. Staff talk about how they feel settled, nurtured and included in the pre- school. They are championed when they face challenges and are offered further training and new roles to help them to upskill their knowledge. This raises morale and supports staff personally and professionally. As a result, children benefit from strong, positive role models. n Staff provide children with opportunities to visit local care homes to learn about

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need to do better?

their place in society. Children share pictures with the residents and sing songs with them. This means children are learning about the diversity of families and communities in their local area and what makes them unique.

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need to do better?

26 September 2025 n Staff support children to practise climbing, jumping and coordinating their movements in the spacious outdoor area. They excitedly run and climb to play on the slide. They pour liquids into measuring jugs and carefully pick up grains of rice and make 'nature pies'. As a result, children are developing their physical skills well. n Staff support children to be resilient. This is because they give children every opportunity to be independent learners. Children are encouraged to take appropriate risks, consider others and try again when they play. Consequently, children are developing confidence and independence, ready for their next stage of learning. n Parents speak highly of the pre-school, particularly how they feel supported and welcomed by staff and leaders. Staff build good relationships with parents and have strong links with local schools. Staff adapt communication methods to meet

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need to do better?

the needs of parents well. As a result, children benefit from a positive and respectful culture and feel safe and secure as they arrive at the pre-school. n Leaders and staff build strong links with multi-agencies to meet the needs of children and families well. This helps to ensure that children receive any support they need in a timely manner. Staff access targeted safeguarding training to understand the diversity of the area and any issues that families face. This means all children are safeguarded effectively. n Leaders have arrangements in place for the supervision of staff. However, these supervisions are not always sharply focused to ensure staff receive precise feedback about the quality of interactions with children. As a result, children do not benefit from the quality of education being raised even further.

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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 strengthen the arrangements for supervisions so that staff receive precise feedback on their practice, to raise the quality of education for children even further.

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Setting details

Unique reference number 2745160 Local authority Trafford Inspection number 10408346 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 40 Number of children on roll 40 Name of registered person Little Sunshines Pre School Partnership

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reference number

Telephone number 07841421275 Date of previous inspection Not applicable

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Information about this early years setting

St John's Preschool registered in 2023. The setting employs three members of childcare staff. Of these, two hold an appropriate early years qualification at level five and one holds a childcare qualification at level three. The setting opens term time only. Sessions are from 9am to 2.50pm on Monday to Friday. The pre-school offers government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The inspector met with leaders to plan the inspection and view documentation. 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 and the manager carried out a joint observation of an activity. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between staff and the children. n Parents shared their views of the pre-school with the inspector.

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Inspection activities

26 September 2025 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 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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