St. Martin's Nursery School Pre-Prep

and Wrap Around Care

Unique reference number (URN): 2776945 Address: 35 Birmingham Road, Walsall, West Midlands, WS1 2NF Type: Childcare on non-domestic premises Registered with Ofsted: 05/02/2024 Registers: EYR, CCR, VCR Registered person: St. Martin's Nursery School LTD

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make suitable progress from their starting points. They develop age-appropriate knowledge, skills and understanding across all areas of learning. Staff focus on developing communication and language skills through talk as children play. For example, children use magnetic construction to make 'spiders' and 'snakes', and talk about their creations with the staff. Children build the foundations needed for later learning. They develop physical skills with opportunities to develop both small and large muscles. They go outdoors and run and climb in the large garden area. Staff identify when children need additional support and work with parents and professionals to help them achieve developmental goals. Children achieve appropriately across the setting and build the knowledge and skills needed for their next stage of education.

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Achievement Expected standard

Children with special educational needs and/or disabilities make appropriate progress because staff understand their needs and work with parents and external agencies. However, because targeted strategies are not always implemented consistently, some children do not receive the precise support needed to secure deeper, sustained learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and practitioners set clear, consistent expectations for children's behaviour and routines. These expectations are well understood by staff, children and parents. Children behave well and respond positively to guidance from staff. Children help to tidy resources and take responsibility for simple tasks. Children choose to both play alone and with their friends. Children demonstrate positive attitudes to learning, engage well with activities and play cooperatively with others. When working with children, staff support them to focus on activities they are engaged in, such as persisting with challenges.

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Behaviour, attitudes and establishing routines Expected standard

Staff manage children sensitively when disagreements occur. They support children in managing their feelings and behaviour. This helps children to understand how to get along well with others. Children are supported to communicate with and show sensitivity to the needs of children with special educational needs and/or disabilities. This helps children to understand the importance of treating others with kindness and respect. Children benefit from nurturing relationships with their key persons, which promote their emotional security and willingness to engage. They often approach staff for reassurance and comfort. Leaders promote the importance of regular attendance and work with families to develop good habits for children's learning.

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Children's welfare and well-being Expected standard

Children's welfare and well-being are promoted effectively. Leaders create a safe and hygienic space, where children typically enjoy play, learning and social activities. Staff follow medical, dietary and safe sleeping procedures appropriately. Leaders work with an external caterer to ensure that all dietary requirements and allergies are considered. Healthy food is provided daily. This includes a variety of fruits for snack time. Children sit together with a member of staff and enjoy the social experience. Children develop confidence in managing personal routines, including brushing their teeth, washing their hands and clearing their plates after eating. However, younger children are not consistently encouraged to take part in all routines. Children build positive attachments to their key persons. Children seek out adults if they become upset. Staff support children to manage their emotions and reassure

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Children's welfare and well-being Expected standard

Children have daily access to outdoor play, where they develop physical skills and explore natural and sensory materials. Staff support children in taking appropriate risks and help them understand how to keep themselves safe. For example, babies are encouraged to develop physical skills, such as practising to climb the stairs.

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Children's welfare and well-being Expected standard

Children are well represented and are supported to learn about all cultures through play. They learn about the colours of Diwali, and the festival of Eid. These opportunities broaden children's understanding of the world and support their sense of belonging.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum informed by children's interests. The curriculum is designed to specify what children will learn across all seven areas of learning, with a strong focus on communication and language. Staff generally understand what children should learn next. They provide activities that build appropriately on children's emerging knowledge. They share stories, rhymes and songs, supporting children to enjoy books and language- rich experiences. These opportunities encourage early communication. Mathematical learning is taught through purposeful play and routines. Children benefit from experiences, such as attaching numbers to hooks and naming them. Children explore the outdoors and collect leaves of different sizes. This helps children to develop early mathematical vocabulary and understanding of the world. There is a clear commitment to improving outcomes and leaders recognise where improvement is needed for consistent high-quality

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Curriculum and teaching Expected standard

Some staff engage children well, they model activities and respond to children's questions. For example, adults talk to children about what they can find in the sand, and offer plenty of positive praise when children express their ideas. When staff interact purposefully, children develop their language well. However, at times some children receive fewer high-quality interactions, which limits opportunities to build on what they know. Not all staff consistently understand the intended learning behind planned activities, which limits how effectively they adapt interactions to deepen children's thinking in the moment. Despite these inconsistencies, children access a broad, engaging curriculum that supports their developing skills and prepares them appropriately for future learning.

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Inclusion Expected standard

Leaders identify children's needs promptly, including those with special educational needs and/or disabilities, or those who may face barriers to their learning or well-being. They collaborate with parents to assess the children's needs. They work appropriately with external professionals to secure support and interventions for children as needed. Staff understand children's individual needs and typically adapt routines and activities so children can participate meaningfully. Children benefit from experiences that promote their engagement and confidence, such as interacting with baby rabbits, caring for chicks and exploring sensory play. Relationships with parents are positive and respectful. Parents feel included in discussions about their child's development and appreciate the guidance and support they receive. Leaders carefully consider the use of additional funding they receive, to best support children based on their individual needs.

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Inclusion Expected standard

Although many staff understand children's needs well, targeted strategies designed to help individual children meet their learning goals are not always implemented consistently across the team. As a result, some children do not receive the precise, timely support required to make the best possible progress. Overall, children's needs are recognised early. Children's needs are met well and barriers to participation, learning and well-being are typically reduced.

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Leadership and governance Expected standard

Leaders are ambitious for children and extremely passionate to maintain and improve standards. They have a clear vision for high-quality early education and care. Leaders understand the setting's strengths and areas for development. Staff well-being and workload are considered, ensuring that expectations are manageable and that staff feel valued.

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Leadership and governance Expected standard

Supervision arrangements provide staff with regular opportunities to discuss children's progress, reflect on practice and consider professional development opportunities. Leaders support staff through regular access to a wide range of external and internal training. Although leaders monitor practice and children's experiences, this has not yet led to strong teaching across all rooms. Systems to evaluate the impact of additional support are developing but are not yet fully embedded to demonstrate a clear impact on outcomes.

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Leadership and governance Expected standard

Communication with parents is effective. Parents appreciate the information they receive about their children's progress and experiences. Parents speak positively about the communication they receive and value the care shown to their children. Leaders are knowledgeable about special educational needs and/or disabilities, and how to seek swift and relevant support. They work appropriately with external agencies to support children's identified needs. Resources are managed effectively to meet children's needs and interests, including children in receipt of funding or additional support.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children settle quickly as they are welcomed warmly by staff, who know them well. Babies benefit from calm, nurturing interactions that help them feel secure. They explore sensory resources, respond to simple songs and enjoy early language interactions, when adults name objects and narrate their play. Many babies are new to the setting, yet develop trusting relationships rapidly. However, some staff do not make the most of opportunities to interact and extend babies' early communication.

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What it's like to be a child at this setting

Toddlers confidently explore their environment and make independent choices about their play. For example, they choose a book and sit down to read the story, and enjoy sharing their ideas with adults. They show initiative and use a dustpan and brush to sweep up sand when it spills. Children manage personal routines well, including washing their hands at the low-level sinks and tidying away after themselves. They enjoy creative activities, and paint with support for colour vocabulary. Children frequently seek interaction, and staff respond, modelling useful vocabulary, such as when talking about vegetables during role play. When staff interact purposefully, children develop their language well. However, at times some toddlers receive fewer high-quality interactions, which limits opportunities to build on what they know.

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What it's like to be a child at this setting

Pre-school children show increasing independence and sustained engagement. They participate enthusiastically in doctors' role play, and use stethoscopes to check dolls' 'heartbeats'. They enjoy colour-mixing activities linked to cultural celebrations, and create volcanoes using bicarbonate of soda. These experiences support children in developing curiosity, imagination and early understanding of the world.

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What it's like to be a child at this setting

Across all age groups, children behave well and respond positively to warm, calm guidance. Minor disagreements are dealt with swiftly, and children are redirected calmly to positive play. Children demonstrate cooperative play and growing social skills. Mealtimes provide valuable chances to develop social and independence skills. Older children serve themselves and clear their plates. Overall, children are settled, engaged and supported to develop the confidence, independence and communication skills they need for their next stage of learning.

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Next steps

Leaders should make sure all staff understand the learning intentions of activities so staff can consistently guide children to make the strongest progress. Leaders should support staff to encourage younger children to engage in all simple routines to build independence. Leaders should encourage staff to complete continuous professional development more closely aligned with the identified training needs.

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About this inspection

The inspector spoke with the leaders, the special educational needs coordinator, staff, parents, and children during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

35 Birmingham Road Walsall West Midlands WS1 2NF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St. Martin's Nursery School LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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