St Marys Pre-School

St Marys Pre-School

Unique reference number (URN): EY290992 Address: St Johns Hall, St Johns Way, Corringham, Essex, SS17 7LJ Type: Childcare on non-domestic premises Registered with Ofsted: 12/08/2004 Registers: EYR, CCR, VCR Registered person: Sloman, Jacqueline

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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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Behaviour, attitudes and establishing routines Strong standard

Staff set clear and consistent expectations for behaviour. As a result, children behave incredibly well. They show kindness and respect for one another and cooperate in daily tasks, such as tidying up and preparing to go outside. Routines are embedded and securely understood by children. Staff model calm and positive interactions. They support children to understand their emotions. Staff use techniques such as naming emotions and using resources that allow children to manage emotions, such as anger. They use children's lived experiences, such as visits to the doctors, as a learning opportunity in the role-play area. This helps children explore a range of experiences and resolve any fears they may have.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes to learning. They concentrate deeply during creative activities where they create detailed and mature drawings. During key-group time, staff work closely with their key children. They recognise where children need additional support or structure for learning and respond promptly. Leaders are tenacious about attendance. They ensure that parents understand the importance of education and the impact of missed learning.

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Behaviour, attitudes and establishing routines Strong standard

Children spend time in their key groups, which provides an opportunity for them to focus on small tasks. As a result, children become deeply engaged in learning and concentrate on tasks until they are finished. Children show their blossoming friendships as they play together harmoniously. Staff praise children and ensure they feel positive about themselves. Secure attachments are evident, with children feeling safe and secure and ready to learn.

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Children's welfare and wellbeing Strong standard

Leaders ensure the highest wellbeing and welfare for children. Staff build warm and secure relationships with children that offer comfort, reassurance and abundant praise. Children are supported to manage and understand their emotions very well. This helps them to feel safe and express themselves confidently. The environment promotes absolute joy. Routines are well established, and children feel secure. They wipe their noses and wash hands without prompting.

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Children's welfare and wellbeing Strong standard

Children learn about healthy choices. During snack times, children talk confidently about which foods are nutritious and support good health and which ones are okay as a treat. Visiting professionals help children to understand the importance of oral hygiene and regular toothbrushing. The setting has an oral health champion who works with parents to promote early habits from a young age. Children show excellent table manners as they remember to say 'please' and 'thank you' without prompting.

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Children's welfare and wellbeing Strong standard

Outdoor learning is enjoyed greatly by children as they thoroughly look forward to garden time. They explore the spacious garden with evident energy and enjoyment. Staff are so proud of children when they show growing confidence in singing as they develop language. Children beam with pride as staff celebrate their achievements.

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Achievement Expected standard

Children make positive progress overall and are ready for the next stage in their education. Outside, children show their physical skills as they ride, climb and balance, showing increasing agility and coordination. Children use rich vocabulary during imaginative play with friends. Children repeat familiar phrases from much-loved stories. They confidently engage in rhyming games, showing their early awareness of letter sounds and patterns.

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Achievement Expected standard

Children learn mathematical concepts and learn to quickly recognise small numbers of objects without counting them. They correctly match dominoes by colour and the number of spots. Children confidently count their friends at group time. Children with special educational needs and/or disabilities and those with barriers to their learning make steady progress from their starting points. For example, those with communication delays develop the confidence and ability to sing favourite songs with their friends in small groups. However, in larger groups, children find this more challenging and find it difficult to remain engaged for the duration. Children show their confidence in a range of tasks, including managing their personal care needs, such as hygiene routines and peeling fruits. As a result, children are well prepared for the next stage in their learning.

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Curriculum and teaching Expected standard

Leaders have made changes since the last inspection to support how staff plan for children's needs. They provide a broad range of experiences that promote children's learning across the 7 areas of learning. Staff use purposeful interactions, such as describing the texture of materials and encouraging children to explore how certain sensory materials react and can be handled. Staff weave mathematical language throughout play. Children enjoy counting legs on spiders they make from dough.

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Curriculum and teaching Expected standard

Children adore looking at books. They listen to stories with great joy, showing familiarity with favourite stories. Staff use vocabulary consistently well during interactions with children. They narrate as children make dinner in the home corner and share new and interesting vocabulary at the dough table, such as 'big' and 'small', and encourage children to express their creative ideas.

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Curriculum and teaching Expected standard

Children access a range of physical opportunities. Staff provide a wide range of physical development opportunities, including riding wheeled toys, climbing and sliding. Staff support children to take turns and develop patience. Children wait patiently for their turn on the bikes and engage positively with their friends during group activities. During group times, children listen well and show their developing attention. However, arrangements for children who face communication barriers during large-group times are not yet organised effectively to make sure all children remain engaged throughout. This means that sometimes these children miss some of the learning taking place.

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Inclusion Expected standard

Leaders have created an inclusive culture where children's individual needs are met. This is underpinned by early identification and partnership working, which are fundamental to the progress children make. Leaders have ensured that they fully understand their roles and responsibilities in supporting children with special educational needs and/or disabilities or those who face barriers to their learning. Staff know their key children well and use ongoing observations to recognise and respond to their needs. For example, they provide additional tools, such as visual routines and resources, which enable children to share their worries safely.

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Inclusion Expected standard

Effective partnership working means that support is accessible for those who need it. Leaders and staff work with professionals, such as specialist teachers and speech and language therapists, to make sure children receive support that helps them to close gaps in learning. Staff attend training that further supports their teaching, such as how the brain develops and learning pathways form.

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Inclusion Expected standard

Leaders and staff have high expectations for children. They are acutely aware of the starting points for all children and the progress they have made. Ongoing reviews are held with parents about the progress children make and any newly identified next steps. Additional funding is used to support children with experiences that develop and extend their learning opportunities and the progress they make.

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Leadership and governance Expected standard

Leaders have a clear vision for high-quality care and education. They generally understand the setting's strengths and areas for development. Leaders use their oversight to take action to improve practice. For example, since the last inspection, they have worked closely with the local authority to make positive changes to provision, including the curriculum. Staff attend training that supports their understanding of how children learn and how to deliver high-quality teaching.

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Leadership and governance Expected standard

Leaders hold regular supervision meetings with staff to discuss their teaching and any training needs. However, sometimes, observations of staff practice do not focus sharply enough on the impact of teaching for all groups of children, including those with special educational needs and/or disabilities or those with barriers to their learning. This means that ongoing improvements are not always refined enough to secure consistently strong teaching for all children.

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Leadership and governance Expected standard

Leaders work closely with families and encourage cultural contributions, such as family traditions and dress. Families contribute to children's learning through shared experiences, such as going to the doctor or having a new baby. Leaders work with parents on shared goals, such as health and nutrition and regular attendance at the setting. They work hard to tackle issues with punctuality through supportive and respectful conversations with parents.

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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 with great happiness and confidence. They soon settle into familiar and embedded routines, such as hanging up coats and placing their lunch boxes on the trolley. Children fully understand the expectations around hygiene. Before playing, they wipe their noses and wash their hands. As a result of these clear and consistent routines, children respond positively and are able to swiftly engage in learning. Children have a sense of security. Staff calmly reinforce expectations across the day. Children line up sensibly and tidy away resources with enthusiasm.

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About this setting

Children enjoy a rich variety of learning experiences. They make dinner in the home corner and make spiders with coloured dough. Staff encourage children to think, plan and describe their ideas, such as how they can make ramps for the cars. Staff use consistent language that helps children develop a secure understanding of communication. Children engage joyfully in activities that help them develop an awareness of rhyming words that support later literacy. Outside, children flourish in the fresh air and exercise a range of fine and large motor skills. They play with their friends, demonstrating kindness and empathy for others as they hold hands and take turns and share in small groups.

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About this setting

Leaders ensure that all children feel valued and are encouraged to thrive. The robust key- person arrangements mean that children develop secure attachments and emotional resilience to successfully engage in learning. Children with special educational needs and/or disabilities are supported by caring adults who have high expectations for what they can achieve. Tailored key-person times provide children with the necessary support and adaptations needed to ensure success. However, support during larger-group activities is not yet as well refined in meeting children's individual needs. This can lead to some breaks in learning for children where communication is not fully supported.

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Next steps

Leaders should review arrangements for large-group times to consider how to fully engage children with limited communication in the intended learning alongside their peers. Leaders should continue to develop their use of evaluation to swiftly identify areas for development and ensure consistently high-quality interactions for all children.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Unique reference number (URN): EY290992

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Address:

St Johns Hall St Johns Way Corringham Essex SS17 7LJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Thursday,Friday : 08:30 - 14:30,Wednesday : 08:30 - 11:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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