St. Paul's Pre-school (Basildon) Ltd

St. Paul's Pre-school (Basildon) Ltd

Unique reference number (URN): EY471652 Address: Ballards Walk, Lee Chapel North, Basildon, Essex, SS15 5HL Type: Childcare on non-domestic premises Registered with Ofsted: 06/01/2014 Registers: EYR, CCR, VCR Registered person: St. Paul's Pre-school (Basildon) 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

All children make progress, especially those who speak English as an additional language and with special educational needs and/or disabilities. They show steady improvement in confidence, communication, social interaction and problem-solving. Children initiate conversations with visitors, describe what they are learning and invite others to join their activities. For example, when making 'magic keys' for Father Christmas, they explain that not all houses have chimneys and discuss the steps and materials involved in their creations.

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Achievement Expected standard

Children who speak English as an additional language quickly develop their vocabulary and confidently use English during activities. For instance, while playing with the doll's house, they use different voices for characters, create storylines and share these narratives with their friends and adults.

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Achievement Expected standard

Children also form friendships, share resources and express their feelings appropriately. They regularly invite others to join their play, take turns with toys and offer help or comfort to friends who are new or upset, showing empathy and building positive relationships within the group.

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Behaviour, attitudes and establishing routines Expected standard

Staff build warm and trusting relationships with children. They take time to know each child and their family and give extra support when needed, such as when children are new or families are having a hard time. Staff greet children warmly so they feel safe and welcome. These positive relationships help children to feel confident and ready to learn.

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Behaviour, attitudes and establishing routines Expected standard

There are consistently clear and high expectations of children's behaviour in the setting. Leaders have created an environment that positively supports children's learning, development and care. Staff model respect and teach social skills, which helps children to form strong friendships and become emotionally secure.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. Staff use effective strategies that help even the youngest children to understand and manage their emotions. They plan daily routines and purposeful activities to encourage children to make choices, solve problems and manage tasks. For example, while playing in the sand, children remind their friends to share and offer to find alternative sand toys for those who find sharing more difficult. As a result, children develop resilience, stay focused and show positive attitudes to learning across the setting. Staff rarely need to step in to manage children's behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders encourage families to make sure that children arrive on time and attend regularly. They work closely with families and contact parents quickly if a child is absent. Leaders also check in daily to offer support when needed. This helps families to feel supported and shows that regular attendance is important for children's development and wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders place great emphasis on children's welfare at this setting. They focus on creating a safe and secure environment for children where they can thrive in their learning. Nurturing staff develop positive relationships with families when children join. They work with parents and carers to find out about their children's needs. Ongoing two-way communication ensures that families feel respected, involved and empowered to support their children's development at home. Staff build strong attachments with children, helping them to settle and engage confidently in learning. These strong and trusting relationships promote a deep sense of safety and belonging for children.

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Children's welfare and wellbeing Expected standard

Children are supported to understand and manage their feelings. Staff use daily routines, role modelling and gentle guidance to help children talk about how they feel and get along with others. For example, during play, children are encouraged to share toys and help friends who find sharing hard. Staff praise children when they comfort upset friends and help them when separating from parents. Staff also work closely with families to support children who find separation difficult, adjusting support until children feel safe and confident.

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Children's welfare and wellbeing Expected standard

Daily routines are adjusted to suit each child. When children start, staff talk with parents about routines and preferences, such as dietary needs, allergies or toilet training. Staff make sure children are toilet trained before moving on to school and celebrate their progress.

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Children's welfare and wellbeing Expected standard

Children are supported to learn about their bodies, safety, health and wellbeing. Staff talk about healthy food at snack time and encourage children to try new foods. They also support handwashing and help children with self-care. However, older children are not given enough chances to do self-care tasks on their own, such as serving snacks, pouring water, hanging up coats or wiping their noses. This impacts their development of independence skills, which they will need when they move on to school.

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Curriculum and teaching Expected standard

The skilled and dedicated staff make learning fun for children at this setting. Leaders have created an ambitious and progressive curriculum that builds on what children already know and can do. They promote the all-round development of every child. The curriculum is carefully designed to support each child's individual needs, with a strong focus on communication and language. Children experience rich and engaging activities that help them to develop their language skills. Staff plan meaningful opportunities for children's learning, using storytelling, imaginative play and songs and modelling language to build their vocabulary. For example, staff bring stories to life through expressive reading that sparks children's curiosity and encourages them to join in, talk about the characters and share their ideas.

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Curriculum and teaching Expected standard

Staff regularly assess what children have learned and can demonstrate. This helps them to identify gaps in children's learning and planning next steps for each child to close any gaps. Staff consistently adapt children's learning according to their needs. For example, they teach and support children, then slowly release the support as children become confident. Staff extend children's learning appropriately in their play. For example, children work together with staff to build using various magnetic shapes. Staff model how to read the instructions, set children tasks to find various amounts of shapes, and they come together to build. Through this exciting hunt, children develop an understanding of shape and space, count for a purpose and learn to work together.

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Curriculum and teaching Expected standard

Children benefit from daily access to a secure and well-equipped outdoor area where they develop their aiming and throwing skills while playing football and shooting a basketball into a net. In the mud kitchen, children pour, mix and manipulate tools, which supports their fine motor skills. They also ride scooters and use ride-on toys to promote their balance, coordination, strength and spatial awareness. Children choose their activities, manage transitions and make decisions about how they want to play. This helps them to build confidence and resilience as they learn to assess and take manageable risks.

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Inclusion Expected standard

Leaders and staff have successfully created an environment where all children are valued and respected. Staff swiftly identify children's individual needs, particularly those who speak English as an additional language and those with special educational needs and/or disabilities. They act quickly to remove anything that stands in the way of a child's learning and wellbeing. For example, leaders prioritise building relationships with families. They get to know children and learn about their family lives directly from them. They use this understanding to create a plan that supports each child's unique needs and development. Leaders begin by helping families to meet their children's basic physical and safety needs, giving every child a strong foundation for emotional and cognitive growth. As a result, children with a wide range of needs feel confident, included and ready to learn.

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Inclusion Expected standard

Leaders use additional funding effectively. They provide targeted learning equipment and specialist training for staff. This enhances children's engagement and promotes successful outcomes. For example, staff are trained to support the speech, language and communication needs of children in the setting. They plan and deliver this support to each child in a way that is unique to them, through one-to-one or small-group activities and through their day-to-day interactions with all children.

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Leadership and governance Expected standard

Leaders act in children's best interests and focus on improving practice, especially for children with communication and language needs. They use resources well, including extra funding, to help children who need more support. For example, leaders have provided specialist training to support children's language development. This has had a positive impact, and children confidently tell stories, join in at story time and talk about their learning. Leaders also value staff's wellbeing and manage their workload carefully. They talk with staff before making changes, so decisions are shared and clear. Staff receive regular support through supervision and daily conversations. As a result, staff feel valued, supported and motivated. This strong team approach helps staff to provide high-quality care and education for all children.

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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 enjoy learning together at this pre-school. They arrive eager to see their friends and staff, listening for the doorbell to find out who will join them next. Staff take the time to get to know each child and their families, which helps them build warm and trusting relationships. They develop personalised settling-in plans, adapting their procedure according to the needs of children and their families. This enables staff to understand each child's starting points and meet their welfare and learning needs effectively. Children play and learn harmoniously. They are encouraged to start and develop their own play, with staff observing and strategically stepping in to extend learning when invited or when needed. For example, children led a stretching activity, and others, including staff, joined in, learning new words for body parts. Staff encourage children to join in all activities, which helps them to

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

feel confident, included and ready to learn.

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

All children, particularly those who speak English as an additional language and those with special educational needs and/or disabilities, make progress. Staff use their knowledge of each child to deliver a curriculum that supports their individual development. They carefully plan experiences that inspire curiosity and create moments of awe and wonder for children each day. For example, children investigate how 'kinetic sand' sticks to itself but not to their fingers. Children form positive relationships with their friends and staff. As children feel valued and understood, they develop confidence and become motivated and successful learners.

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Next steps

Leaders should strengthen daily routines to support children in making healthy choices and positive decisions, promoting lasting self-care habits and physical wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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:

Ballards Walk Lee Chapel North Basildon Essex SS15 5HL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St. Paul's Pre-school (Basildon) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

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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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