St Pauls Church Nursery School

St Pauls Church Nursery School

Unique reference number (URN): EY263569 Address: St Pauls Church, St Pauls Road West, DORKING, Surrey, RH4 2HT Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2003 Registers: EYR, CCR, VCR Registered person: St Pauls Church Nursery Management Committee

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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 Strong standard

Children are well prepared for their next stage in learning, including the move on to school. They make rapid progress from their starting points. For example, children develop their speech clarity through targeted exercises. Small-group activities support children to use and practise their speech skills.

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Achievement Strong standard

Children demonstrate their ability to self-regulate. When children participate in circle time, they listen well and can follow instructions. They wait for their turn to share their thoughts with the group. When children are feeling frustrated with others, they appropriately express their feelings through words. These skills ensure that children are prepared for their next steps in learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have high expectations of children's behaviour, and these are embedded throughout the practice of all staff. Staff display consistently high levels of professional conduct and model to children how to be kind and respectful to each other. Children demonstrate their abilities to play cooperatively with each other, often playing in small groups. For example, in the home corner, children work together to create a pizza shop and label items with prices. On occasions where children have disagreements, staff support them to manage these conflicts by helping them talk it through and asking questions to extend their thinking of how others might be feeling. Children demonstrate these skills independently by telling others how they are feeling or negotiating with each other. Children show a good understanding of the routines and expectations. They know they must put their coats on before going outside and help to tidy up before lunchtime.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have identified when children with varying stages of development may have difficulties with regulating their emotions, and they have put in place strategies to use at these times. For example, in the morning, leaders create a calm atmosphere for when children arrive. They have play dough on the table for squishing and squeezing, and staff read stories to children. During busier times of the day, staff guide children to engage in physical activities that help them to focus their attention. Leaders promote to parents the benefits of regular attendance at nursery. This ensures that children attend consistently, helping them to feel settled and secure.

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Curriculum and teaching Strong standard

Leaders provide a high-quality curriculum that recognises that each child is at a different stage in their development, including those with special educational needs and/or disabilities (SEND). Activities are consistently differentiated for each child, as staff assess what children already know and can do and then support them to build on this knowledge. For example, at the mathematics table, children play with sorting objects. Staff support children in their individual next steps in learning, as some children sort the objects by colour and some order the objects by size, while others count the objects.

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Curriculum and teaching Strong standard

Leaders support staff to have the knowledge to provide activities that meet the children's varying needs. Regular planning meetings ensure that all staff are aware of children's emerging developmental needs. Staff attend training to further develop their knowledge. For example, they have recently attended training in sensory differences and forest school to enhance children's learning experiences in these areas even further. Staff use the knowledge gained from training to support children to feel safe and secure. For example, they ensure that sensory activities and resources are available during times of transition.

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Curriculum and teaching Strong standard

Staff recognise the children's interests and use this information to plan exciting activities that children show high levels of engagement in. Children play with ice in the garden when they notice that small puddles have frozen overnight. Staff encourage them to think about how the ice has formed and support them to investigate the properties of ice. For example, they ask children to describe how it makes their hands feel and what shapes it breaks into when it is dropped on the floor. This encourages children to learn new vocabulary and practise their communication and language skills.

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Curriculum and teaching Strong standard

Staff promote children's love for reading and enjoyment of books. They regularly read stories, and children listen intently. Daily small-group sessions support children to develop their listening skills and to begin to learn phonetic sounds and letters. These sessions are adapted for younger children and children with SEND, who develop their listening skills through rhymes and sounds.

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Inclusion Strong standard

Leaders swiftly and consistently identify any barriers to children's learning. Staff carry out home visits before children start, which enables parents to share relevant information about their child. Where barriers to learning are identified, leaders monitor children's development effectively and plan and implement targeted activities that help children to make progress. For example, they use a programme of speaking and listening activities to support children's attention, listening and speaking skills. When appropriate, leaders make referrals to other professionals, such as speech and language therapists, to ensure children receive any additional support they may need.

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Inclusion Strong standard

Leaders provide an environment that is inclusive and meets the needs of all children. Visuals are used to aid communication between staff and children and to support children to

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Expected standard

understand what is happening now and what will happen next. This helps children to transition between activities smoothly.

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Expected standard

Leaders have consistently high expectations of children and provide support to help them to begin to regulate their emotions. For example, staff identify times where children will benefit from sensory input. They support them to use the sensory resources in the calm corner as they squeeze and knead dough, as well as to take part in work activities in the garden. Additional funding is used to further enhance children's learning experiences and provide them with additional support where needed.

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Leadership and governance Strong standard

Leaders have comprehensive oversight of the nursery. They identify the nursery's strengths and priorities for improvement and have implemented changes that have had a positive impact on the children's learning and development. For example, leaders identified that the teaching of phonics could be strengthened so they introduced small-group phonics sessions, which has supported children to make rapid progress in their literacy skills.

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Leadership and governance Strong standard

Leaders ensure that staff workloads are well managed and that staff are supported to develop their knowledge and skills through ongoing professional feedback and by attending training. Staff training has a positive impact, supporting staff to have the knowledge and skills to ensure that children thrive.

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Leadership and governance Strong standard

Leaders provide a caring and supportive environment for both the children and their parents. Parents are happy with the progress that their children make and enjoy the sense of community leaders and staff have fostered. Leaders further support parents by facilitating speech and language therapy visits in the nursery, and actively seek opportunities to engage with other professionals, such as inviting reception teachers in to meet the children before they start school. This ensures that children are supported in their transition to school and their next steps in learning effectively.

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Children's welfare and well-being Expected standard

Leaders create a safe and welcoming space for the children. Children are happy, and staff develop good relationships with them and their parents. The key-person approach is implemented effectively to support children's emotional wellbeing. Staff provide parents with feedback about their children's progress and support parents to have the knowledge to help their children at home. For example, when children have difficulties with building relationships with others, staff provide parents with advice to support the development of these skills at home. Children demonstrate the ability to manage and express their emotions appropriately. They confidently ask for help when needed and seek comfort from staff if they become upset. Staff are consistently reactive to the children's needs and notice when a child may need some support. Staff encourage healthy eating during mealtimes. Children demonstrate good attitudes

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Children's welfare and well-being Expected standard

towards healthy foods and drinks, and have discussions with staff about healthy eating and exercise. Staff are aware of children's dietary requirements and have effective procedures in place to keep children safe. Children have access to the garden space, where physical movement is promoted. Children play on bikes, roll tyres down hills and dig in a large sandpit, which supports the development of their gross motor skills. They learn skills that build on their awareness of their own safety and the safety of others, such as making sure there is no one at the bottom of the hill and not throwing sand.

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Children's welfare and well-being Expected standard

Overall, children's health and care needs are attended to well. At times, self-care and hygiene routines do not always support children to learn the skills that promote them to be independent and ready for their next stage in learning. Handwashing is not done directly before eating, and children who are toilet-trained are not always supported to be independent in their toileting routines.

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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 are happy and content at this nursery. They enjoy interacting with staff, who provide them with a wide variety of activities and learning experiences. Children who have recently joined the nursery are well supported and settled and have already made strong bonds with the staff. Leaders identify when there are gaps in children's learning and development and provide targeted support to close these. This means that children, including those with special educational needs and/or disabilities, make rapid progress from their starting points.

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

Staff are attentive to children and have a good understanding of every child's stage of development. This ensures that children's learning is differentiated for their individual needs, and the curriculum is appropriately sequenced. For example, when children make marks in foam, there are a variety of different resources available to support their sensory needs. Staff encourage children to draw pictures, lines and circles and, where appropriate, to begin to form some letters. In the garden, children explore natural resources, such as ice and mud. They run up and down hills, play on bikes and use water spray bottles to make marks. Children are excited to share their knowledge with staff and experiment with their ideas. For example, children ask what will happen if they drop the ice, and when it shatters they identify the shapes the ice has broken into.

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

Children behave well and know the well-established routines. They are kind and polite to each other and can manage minor conflicts independently. Children are supported to regulate their emotions and they display good self-control. They are confident to ask staff for help when needed.

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Address:

St Pauls Church St Pauls Road West DORKING Surrey RH4 2HT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Pauls Church Nursery Management Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Next steps

Leaders should strengthen self-care and hygiene routines to support children to develop the skills they need to be ready for their next stage in learning.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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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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. 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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