St. Peter's Nursery School

St. Peter's Nursery School

Unique reference number (URN): 2746436 Address: St. Peters Church Office, Laleham Road, Staines-upon-thames, TW18 2DX Type: Childcare on non-domestic premises Registered with Ofsted: 30/08/2023 Registers: EYR Registered person: Kolodziejska, Iwona

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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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Children's welfare and wellbeing Expected standard

Leaders and staff have created a warm and welcoming environment, where children feel safe and secure. Practitioners recognise the importance of secure attachments in supporting children's emotional wellbeing and effective strategies, such as initial home visits and settling-in sessions, are in place to help children adjust to the setting. Children demonstrate that they feel safe and secure within the nursery and form positive relationships with staff and their peers. Staff respond effectively to children's individual care needs and have created a safe, welcoming space, where children enjoy play, learning and social activities.

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Children's welfare and wellbeing Expected standard

Staff focus well on encouraging children to lead healthy lifestyles. Children benefit from regular fresh air and exercise, follow robust hygiene practices and enjoy healthy and nutritious meals and snacks.

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Children's welfare and wellbeing Expected standard

Effective care practices are in place. For example, during care routines staff consider children's privacy and dignity, such as asking their permission before changing nappies. Furthermore, during mealtimes children are adequately supervised, to ensure their safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff use positive strategies to support children in identifying, expressing and managing their emotions. For example, they use stories about emotions to identify how they are feeling, prompting discussion about how to manage those feelings. Leaders and staff are committed to helping children develop an awareness of people within their wider communities. They celebrate a range of cultural festivals and events, helping children to understand the similarities and differences between themselves and others.

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Children's welfare and wellbeing Expected standard

Relationships between children, staff and parents reflect a positive culture. Children are encouraged to take appropriate risks and challenges as they play, such as through outdoor activities. Children demonstrate a good understanding of how to keep themselves and others safe.

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Inclusion Expected standard

Leaders and staff demonstrate a secure understanding of their roles and responsibilities in supporting children with special educational needs and/or disabilities (SEND), as well as those facing other barriers to learning. They have received appropriate training to effectively

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Needs attention

implement an approach that will target specific support for each child. Staff are well supported by experienced staff with overall responsibility for SEND provision.

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Needs attention

Leaders and staff work closely with parents, make suggestions on how they can support learning at home and help them to escalate concerns to other agencies. Staff complete initial assessments to check children's development and identify any emerging needs or gaps in learning. This enables them to provide timely support, including adapting the learning environment to meet children's physical needs.

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Needs attention

Ongoing assessments and regular consultation meetings with parents enable staff to continually monitor children's progress. Staff escalate any concerns to external agencies promptly so that children's developmental needs are addressed swiftly, ensuring children receive specific, individualised interventions from other professionals when appropriate. When using additional funding, leaders carefully consider the needs of the children who are eligible and how best to allocate resources to have the greatest impact. For example, resources have been purchased to help children develop a better understanding of how to recognise and manage their emotions.

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Leadership and governance Expected standard

Leaders are committed to ensuring that all children, including those with special educational needs and/or disabilities and those who face other barriers to learning, are fully included in the setting. They have an ambitious vision for providing high-quality education and care that prepares children well for the next stage in their learning.

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Leadership and governance Expected standard

Leaders ensure that staff feel valued and avoid creating unnecessary workload pressures. Staff work well as a team and demonstrate high levels of morale. Leaders provide regular opportunities for training to develop staff knowledge and skills further and to strengthen overall practice.

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Leadership and governance Expected standard

Overall, leaders have a clear understanding of the setting's strengths and areas for development and act promptly when improvements are needed. However, self-evaluation is not yet fully effective in identifying weaknesses in teaching, which limits leaders' ability to focus staff training more precisely.

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Leadership and governance Expected standard

Leaders work effectively in partnership with parents and other professionals to help achieve positive outcomes for children. They effectively share information with parents and other agencies about children's needs and make suggestions on how parents can support their children's learning at home.

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Achievement Needs attention

Overall, children make steady progress from their starting points and develop the skills they need for the next stage of their learning. For example, they independently dress and undress for outdoor play and play harmoniously alongside their peers. However, during some adult-led activities, staff do not always precisely adapt these in response to children's interests and individual needs. Therefore, some activities do not consistently provide an appropriate level of challenge.

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Achievement Needs attention

Leaders and staff understand that children develop at different rates and are aware of children's individual needs. However, this knowledge is not used consistently to build on what children already know and can do. Staff do not always adapt their teaching effectively. For example, they do not always support less-confident children to participate or provide targeted support that builds on children's prior learning. This limits the progress the children could make, particularly those who may have barriers to their learning.

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Behaviour, attitudes and establishing routines Needs attention

Leaders ensure staff implement clear policies and procedures, including ensuring parents understand the importance of regular attendance. They set high expectations for children's behaviour and conduct. However, these expectations are not consistently applied in practice. For example, children occasionally run around the setting and become easily distracted during group activities, which negatively impacts both their own learning and that of their peers.

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Behaviour, attitudes and establishing routines Needs attention

Effective arrangements are in place to ensure that children feel safe and secure in the setting. Leaders and staff are committed to ensuring that children's emotional development is well supported. The effective key-person approach helps children to build positive relationships with staff, fostering a strong sense of security.

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Behaviour, attitudes and establishing routines Needs attention

Staff provide a range of opportunities to help children develop confidence, resilience and independence. For example, they encourage children to carry out personal care routines, such as toileting, independently.

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Behaviour, attitudes and establishing routines Needs attention

Children are kind and caring and treat others with respect. Leaders have implemented effective strategies to help children understand and express their feelings. For example, children use mirrors to identify how they are feeling, which prompts helpful discussions about how their emotions can be managed.

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Curriculum and teaching Needs attention

Leaders have created an ambitious curriculum designed to support children's learning across all areas of development and to provide them with the knowledge and skills they need to progress to the next stage of learning. Leaders and staff complete regular assessments to check children's progress and identify any emerging gaps. This enables them to adapt activities in response to children's individual needs. However, inconsistencies in the quality of teaching mean that it is not always clear what staff want each child to learn next. As a result, staff do not consistently adapt their teaching in response to children's individual needs.

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Curriculum and teaching Needs attention

Staff incorporate stories, songs and rhymes into the everyday routines. During activities, they provide a dialogue and introduce new words to extend children's existing vocabulary. Children enjoy listening to stories and join in with the actions to familiar rhymes. However, during group times staff do not always consider what individual children already know and can do. This means that the sequencing of communication and language learning does not always focus precisely on what each child needs to learn next.

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Curriculum and teaching Needs attention

Staff provide a strong focus on children's mathematical development, integrating it into everyday activities. For example, they count the number of children as they go into the garden, use language related to size during play and provide opportunities to fill and empty containers to help children develop an understanding of volume and capacity.

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Curriculum and teaching Needs attention

Children benefit from frequent opportunities to develop their physical skills. They enjoy outdoor play and show confidence when using ride-on toys, running and navigating obstacles. Staff provide a range of activities that encourage children to share, take turns and develop their social skills. For example, children work together to build a tower with bricks, ensuring it does not fall. Leaders and staff are committed to helping children develop an awareness of people within their wider communities. They celebrate a range of cultural festivals and events, helping children to understand the similarities and differences between themselves and others.

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

Leaders and staff are committed to ensuring that all children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, benefit from full access to the curriculum. They stress to parents the importance of regular attendance and explain how this contributes to helping children build the knowledge and skills they need for the next stage of their learning.

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

Children happily enter the warm and welcoming setting and settle quickly into the daily routine. Staff greet them on arrival and ask parents about their child's wellbeing, which helps them meet their individual needs each day. These positive relationships help children feel safe and secure. Most children chat confidently with staff and readily recall past experiences, such as searching for the elf hidden within the setting.

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

During child-initiated play, children behave well and play harmoniously alongside their peers, showing kindness and respect. They happily help to tidy away resources in preparation for transitions to the next activity. Staff work effectively with children to help them express their emotions and use positive strategies, such as praise and rewards, to promote positive behaviour. However, during group activities children's behaviour becomes more challenging, and staff do not consistently implement the setting's rules and boundaries. At these times, children's listening, attention and engagement are less evident, which impacts on their learning and development.

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

Staff use stories, songs and rhymes to support children's communication and language skills and to extend their vocabulary. Most children engage confidently in conversations. However, staff do not consistently sequence the curriculum or adapt their approach when interacting with less confident speakers or children who speak English as an additional language. As a result, some activities are too advanced for these children and do not fully meet their individual learning needs.

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

Children's health and wellbeing are given high priority. Staff actively encourage healthy food choices and provide nutritious meals and snacks. Children benefit from regular physical activity outdoors and participate in experiences that help them understand the importance of oral health.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Address:

St. Peters Church Office Laleham Road Staines-upon-thames TW18 2DX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday : 08:00 - 13:00,Wednesday,Thursday : 08:00 - 17:00,Friday : 08:00 - 13:00

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About this inspection

The inspector spoke with leaders and practitioners 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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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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