St. John Vianney Primary School Childcare

St. John Vianney Primary School Childcare

Unique reference number (URN): EY234239 Address: King Oswy Drive, Hartlepool, TS24 9PA Type: Childcare on non-domestic premises Registered with Ofsted: 31/03/2004 Registers: EYR, VCR Registered person: St John Vianney Primary School Governing Body

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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 make rapid, secure and sustained progress from their starting points. This includes children who begin with very low levels of communication, limited engagement or significant barriers to learning. Many 2-year-olds who enter with minimal language go on to use rich, expressive vocabulary to share ideas, negotiate and reason with confidence. Babies quickly build early communication, attention and independent play skills that prepare them exceptionally well for progressing through the full curriculum. Two-year-olds confidently count, compare and calculate differences between groups of objects with a level of accuracy above typical expectations for their age. They show this is embedded when they use these skills independently in their play. Older children develop a deep love of books, stories and music, showing a competent use of language about the world around them.

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Achievement Strong standard

Children with special educational needs and/or disabilities, who are disadvantaged or known to social care make excellent progress. Gaps in their learning narrow significantly or close completely. Across the nursery, learning is embedded, secure and sustained. Children who experience the full programme of learning, from babyhood to being school ready, demonstrate the long-term impact of the curriculum. They show concentration, curiosity and readiness for the next steps in their education. They leave well prepared for success in school.

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Behaviour, attitudes and establishing routines Strong standard

Staff have very high and clear expectations for behaviour that are consistently shared with children. Relationships between staff and children are extremely warm and supportive. Staff give consistent and gentle reminders to be kind and think about the needs of others. Their responses to behaviour are tuned to children's age and level of understanding. This helps children to build a clear and secure understanding of right from wrong. They show concern for their friends, and play and learn harmoniously together. They invite others into their play and cooperate during games. For example, when playing hide and seek, they decide together what the rules will be.

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Behaviour, attitudes and establishing routines Strong standard

Staff support positive attitudes to learning skilfully and consistently. For example, they work alongside children to share their ideas, sustain their thinking and maintain their attention. Children are extremely attentive and concentrate for long periods. They show strong curiosity and much resilience. They challenge themselves, try hard and show perseverance, going on to succeed at tasks they initially find tricky. Familiar routines give children a sense of security. Leaders offer flexible attendance patterns to ensure that children access the most appropriate learning opportunities and key experiences linked to their individual needs, such as mealtimes. They expect children to attend regularly and on time, preparing families very well for expectations of punctuality and attendance in school.

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Curriculum and teaching Strong standard

Leaders hold high aspirations for every child. Their oversight of the curriculum is in depth, reflective and precise, ensuring it remains consistently ambitious and supports all children. They make deliberate, incisive decisions that refine practice with deep professional insight. The curriculum is firmly embedded and underpins teaching that has breadth, depth and rigour across every area of learning. Staff deliver the curriculum with expertise. Their knowledge informs teaching, with a consistent level of precision that threads through every interaction. Children experience effectively planned opportunities that consistently promote language development, mathematical understanding and physical skills. Personal, social and emotional development is a priority, with care routines used intentionally to strengthen relationships, support regulation and encourage independence.

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Curriculum and teaching Strong standard

Meaningful collaboration between staff who work with different aged children helps to ensure that learning is precisely sequenced. The inclusive curriculum is tailored to varied ability levels at each age, then further refined to ensure that teaching reflects individual children's interests, learning styles and needs. Teaching is firmly founded on what staff learn from in- depth assessments of the progress that children make. This degree of detail, expectation and scrutiny extends across the whole nursery, from the youngest babies to the oldest, most capable children. The high expectations for children who have special educational needs and/or disabilities, or barriers to learning, are built in from the outset. All children receive an early education that has a consistent impact on their wellbeing, learning and development.

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Inclusion Strong standard

Leaders and staff have a deep understanding of all children's needs. Their family-centred approach enables them to work closely with parents and ensure that no child misses opportunities because of their background, circumstances or abilities. Their work focuses first on those children who are disadvantaged and builds from this foundation. Where concerns about children's learning or wellbeing arise, staff act promptly and provide highly appropriate, individualised support. Initially, they weave specific teaching interventions into everyday activities, which helps to ensure that practice remains inclusive and all children receive consistent experiences. If the intended progress is not seen, staff swiftly increase their support. They work closely with parents and other professionals to ensure children get the right help at the right time. Leaders review support plans frequently to check that they remain effective and help children to thrive.

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Inclusion Strong standard

Children who have special educational needs and/or disabilities access the curriculum in distinctly appropriate and meticulously planned ways. High-quality and ongoing professional development opportunities lead to highly skilled staff team members who fully understand how to coordinate and fine tune the provision. This ensures that children receive consistently high-quality experiences that support their progress and wellbeing extremely well. Incisive decisions are made, in partnership with parents, about how additional funding can be best used to support eligible children. For example, staff and parents attend training together to strengthen their ability to meet children's specific learning needs even more precisely and consistently.

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Leadership and governance Strong standard

Leaders scrutinise all aspects of the provision. They are clear about their strengths and identify emerging challenges, such as a recent large intake of new, younger children. The work leaders have invested in the curriculum has improved children's learning opportunities and achievements significantly. The deeply committed staff team members have plenty of time to plan their teaching and assess children's learning. This keeps their comprehensive workload manageable, while sustaining an effective programme of learning for children. This contributes to highly motivated team members with expert knowledge and skills. Incisive arrangements for professional development strengthen this further, including secure arrangements for supervision and support.

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Leadership and governance Strong standard

Leaders are a visible presence in the setting and know staff and children extremely well. Staff report feeling greatly appreciated. Leaders, in turn, value the support and professional challenge provided by the governing body, which helps to sustain the high quality of care and learning that children receive. Leaders take decisions that are firmly in the best interests of children, including those who face barriers to their learning or wellbeing. Their actions ensure that all children benefit from high-quality education and care, and continue to thrive. Partnerships with parents are a distinct strength. They speak with deep gratitude about the nursery and its staff. They describe the progress their children make as 'phenomenal' and say the nursery has 'changed their lives for the better'.

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Children's welfare and wellbeing Expected standard

Leaders place clear priority on ensuring that children who may be vulnerable are well supported, particularly those who are known to social care. The key-person system is well established and helps to ensure that those who care for children know about their circumstances and that their needs are fully considered. Children's individual personalities and preferences are reflected in routines and activities. Children are generally very happy and settled in nursery. Babies crawl to familiar staff for reassurance. Toddlers eagerly approach staff to share a book. Older children articulate their feelings clearly when staff talk to them about their emotions.

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Children's welfare and wellbeing Expected standard

At times, younger children become overwhelmed, for example when rooms are busy or noisy. When this happens, they struggle to manage their emotions and become unsettled or tearful. While staff are quick to soothe and reassure children, this shows that the environment for younger children is not planned or organised precisely enough to support them to feel consistently calm and at ease. Staff help children to develop an awareness of healthy lifestyles. They encourage and explain the importance of exercise, good nutrition and hygiene habits, such as washing their hands and brushing their teeth. Routines, including sleep times and mealtimes, are organised well and promote children's safety and comfort. Children receive the care and support they need to achieve and thrive in nursery and beyond.

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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

The extremely well-thought-out and carefully structured curriculum considers every aspect of children's learning in depth. It reflects a level of professional knowledge and intention that ensures all areas of learning are planned with precision and ambition. Staff's consistent understanding of how children learn, combined with their teaching skills, creates consistently rich opportunities for every child to build their knowledge and skills securely. All children make excellent achievements and show rapid progress from their starting points, particularly those who face barriers to learning. They receive finely tuned support that accelerates their progress and prepares them extremely well for the next steps in their learning. Staff identify children at risk of falling behind, or at risk of not being school ready, very quickly. They support these children with precise teaching and experiences that help them develop the

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

knowledge and skills they need to succeed. All children show enthusiastic attitudes to learning. They approach new challenges with confidence, increasing independence and a strong belief in themselves as capable learners.

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

Leaders and staff encourage children and their families to 'come as you are and grow with us'. Staff embrace each child's unique personalities, preferences and abilities and use this knowledge to tailor their experiences. Families receive a very warm welcome, and staff highly value their contributions. Parents feel listened to and involved. This partnership underpins an atmosphere of community in this nursery and strengthens children's sense of belonging. Children join activities eagerly, playing and learning harmoniously alongside their friends, and show a strong sense of belonging. All children, including those who are disadvantaged or face other barriers, form secure attachments with familiar staff who know them very well and respond with thoughtful care to their needs. Leaders promote regular

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St John Vianney Primary School Governing Body

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:45

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Address:

Local authority: Hartlepool Borough attendance and work very closely with families to build consistent routines that further support children's wellbeing.

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Next steps

Leaders should support staff to provide an environment for the youngest children that promotes their secure sense of emotional wellbeing even more consistently.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. 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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