St Michael's Family Centre (Church

Lane)

Unique reference number (URN): EY399923 Address: Church Lane, Kings Lynn, Norfolk, PE30 5AE Type: Childcare on non-domestic premises Registered with Ofsted: 17/09/2009 Registers: EYR, CCR, VCR Registered person: St Michael's Family Centre 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 of learning. They move through daily routines with confidence, putting on their own coats, organising what they need and making thoughtful choices about their play. Across the 7 areas of learning, children build secure knowledge and skills and use these with growing independence.

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Achievement Strong standard

Children with special educational needs and/or disabilities make remarkable progress from their starting points. Others who are disadvantaged, or who face barriers to their learning or wellbeing, are similarly well supported to achieve well. Staff use advice from professionals and their thorough knowledge of child development so that children learn more over time. Children deepen their communication and understanding of language through many activities. They listen carefully, respond to questions and accurately use ambitious vocabulary, as they explain how hedgehogs 'hibernate' through the winter. They recall and talk about stories, use early mathematical ideas in their play and develop the physical skills they need to take part in a wide range of activities.

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Behaviour, attitudes and establishing routines Strong standard

From the very beginning, staff get to know children and their families well. They visit children at home and use this time to build early links with parents. Each child has a key person, and because this is a small setting, children form trusting relationships with all staff. This helps children to feel secure and ready to learn.

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Behaviour, attitudes and establishing routines Strong standard

The rules and expectations at the setting are clear and staff help children to understand what is expected of them. They use consistency and repetition so that routines become familiar. Children learn the boundaries of the setting quickly. When disagreements arise, staff step in promptly to help children resolve conflict. Children respond positively to staff instructions. For instance, when children are reminded to share, they listen and follow staff's signals very well.

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Behaviour, attitudes and establishing routines Strong standard

Children form close friendships and enjoy each other's company. They play in groups and adapt their play when supported by staff. For example, children who struggle to participate in larger groups develop these skills quickly due to the encouragement and support from staff. As a result, their confidence grows and social skills develop well. Parents report positively on the support they receive as a family regarding children's attendance. Therefore, children attend regularly and are able to access their full entitlement and benefit from the experiences the setting provides.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are carefully considered throughout the setting. It is clear that all children have a real sense of belonging here, and enjoy both their learning and play. Warm, positive relationships help children to talk about their emotions, and to turn to staff for reassurance, comfort and guidance. This supports children's emotional wellbeing and helps them to develop confidence and a sense of belonging within the setting.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe. They follow good personal hygiene routines and also begin to think about risks in their play. For example, when building an obstacle course, staff suggest children test their balance beam before using it. Younger children watch the member of staff test the beam, while older children test it themselves. This helps children to learn and understand this new technique.

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Children's welfare and wellbeing Strong standard

Staff also talk daily about healthy food and exercise. Children have daily access to outdoor play. They enjoy helping to grow fruit and vegetables in the garden. This helps them to understand where food comes from and the benefits of healthy, home-grown choices. All of this helps children to build the foundations they need for leading healthy, independent lives.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious curriculum for all children and have high expectations for their learning and development, especially their communication and language. They know where the curriculum is working well and where it needs refining, and use training and coaching to improve teaching. Staff use day-to-day assessment to check what children know and adapt teaching for disadvantaged children, those with special educational needs and/or disabilities, children known (or previously known) to children's social care and those who may face other barriers, so that all children can access the intended curriculum. Staff build on what children already know and introduce new vocabulary, explaining what these words mean so that children understand and begin to use them.

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Curriculum and teaching Strong standard

Children's physical development is a clear priority. Outdoors, staff model skills and encourage children to develop their balance and core strength. Staff thread fine motor practice through play, for example, when children use pipettes in the water tray. Staff model new actions so that children learn new skills. Mathematics is well sequenced throughout the setting. Staff have a clear understanding of what they must teach children and when. For example, younger children learn basic counting skills. This is extended as they grow to incorporate basic maths problems and recognition of numerals. This helps children to develop a secure grasp of mathematical ideas and language over time.

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Inclusion Strong standard

Before children start, staff visit them at home and gather detailed information about their interests, routines and any emerging needs. This helps staff to plan support so that, from the first day, children feel known and understood and settle quickly. Staff swiftly identify barriers to children's learning and talk with parents to agree clear plans so that support starts quickly. This helps to build open and trusting partnerships with families. Leaders use additional funding to offer staff training in language and communication and to provide targeted support. Children who need extra help grow in confidence and join in more fully.

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Inclusion Strong standard

Staff work closely together so that children are well supported throughout the day. They seek timely advice and support from other professionals, such as speech and language therapists and put this guidance into practice. Staff have high expectations for all children. Leaders and staff review children's plans and progress regularly and adjust support when needs change. Where children are known (or previously known) to children's social care, leaders work with family support workers and other professionals so that support is joined up and consistent. Children with special educational needs and/or disabilities, and others who face barriers to their learning and wellbeing, receive well-matched support that helps them to take part in activities with their peers and learn the skills they need for their next stage.

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Leadership and governance Strong standard

Leaders have a detailed understanding of the setting strengths and areas for development. They implement clear plans for improvement and work in partnership with staff to put these into practice. For example, they arrange regular supervision to provide support, identify training needs and discuss ongoing practice. Staff are deployed well across the setting to support less confident colleagues. Therefore, children continue to learn well and their learning is not affected. Long-term staff enjoy their role and staff workload and wellbeing are managed well. Leaders prioritise children's learning and achievement when making decisions. For example, they provide high adult-to-child ratios, ensuring children receive consistently high-quality support.

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Leadership and governance Strong standard

Leaders engage effectively and positively with parents and share meaningful information. Parents who may be harder to reach, for example, those who speak English as an additional language are well supported. Staff go above and beyond to ensure parents have a clear understanding of their child's learning within the setting. Parents report positively on the clear and regular communication from staff. Parents know about their children's learning, what support is in place at the setting and they receive regular updates of children's progress. Parents also receive advice for home-learning opportunities. Staff share a range of resources to support this further.

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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 arrive at the setting happy and confident. They show a clear sense of safety and security as they greet staff and friends. Children demonstrate excellent independence as they begin to recognise their own name on their own peg, take off their coats and hang up their belongings. Staff know children and their families well and offer a warm welcome to each child, helping them to feel valued. Visual prompts on the walls help families who speak English as an additional language to feel noticed and respected.

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

Children play together very well. Staff extend this further as they model invitations to play. For example, staff suggest, 'Shall we see if they would like a cup of tea?', as children join in the role-play area. Young children learn how to share, take turns and play as part of a group.

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Inspector:

Vikki Reynolds During group times, children listen carefully, follow actions to songs and rhymes and celebrate the success of their friends. These daily experiences build children's confidence and help them to develop the social skills they need.

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Inspector:

Children are excited to join in activities and stay focused for long periods of time. When staff read stories, they use questions and prompts to help children think about what is happening and what might come next. Children enjoy their learning so much that when the story ends, they often choose another book to read. The ambitious curriculum provides children with learning opportunities to build important skills and knowledge they need in preparation for school. For example, children develop their fine motor skills through muscle strengthening opportunities, such as playing with play dough. Children with special educational needs and/or disabilities take part in all activities alongside their friends. Staff notice when additional help is needed, and give timely support so that every child can succeed.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and designated safeguarding leads 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Michael's Family Centre Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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 standard 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 standard 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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