St John Fisher Pre-school CIO

St John Fisher Pre-school CIO

Unique reference number (URN): 2743847 Address: 80 Imperial Close, Harrow, HA2 7LW Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2023 Registers: EYR Registered person: St John Fisher Pre-school CIO

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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 excellent progress from their starting points in all areas of learning. Any gaps in their learning close rapidly. Children develop a broad range of skills and knowledge across the curriculum. From an early age, they gain increasing independence, particularly in managing personal care and completing tasks.

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Achievement Strong standard

Inclusive practice ensures that all children, including those with special educational needs and/or disabilities, access high-quality learning experiences. Children benefit from a carefully sequenced curriculum, which enables them to build on what they already know and develop skills over time. Children who initially had limited vocabulary now communicate with confidence. They engage in longer and meaningful conversations. For example, they are able to describe what they see in a book and build on the conversation by linking it to their own experiences, such as talking about a holiday they have been on. Parents report noticeable improvements in their children's speech, communication and independence since their children joined the nursery.

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Children's welfare and wellbeing Strong standard

Leaders ensure effective settling-in arrangements enable children to receive highly personalised and responsive care. Key persons gather very detailed information about each child's individual needs. They use this to provide targeted support. As a result, children, including those with special educational needs and/or disabilities and those who face additional barriers, develop a excellent sense of security and trust. They are confident to seek comfort from familiar adults when needed. Staff encourage children to recognise and share their feelings, supporting their emotional development. A comfortable space is available for children to explore books about emotions and feelings. Children communicate how they feel through words and actions or by choosing images, which helps them build awareness and begin to manage their emotions.

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Children's welfare and wellbeing Strong standard

Staff carefully manage mealtimes to promote healthy choices, helping children to understand why these are important. They support children to develop excellent independence in self-care. For example, children dress themselves competently for outdoor play and follow routines such as handwashing before meals. Children also receive encouragement to develop healthy habits at home. For example, staff encourage parents to complete a teeth brushing chart and share it with them. This helps parents and staff to work together to support children's oral health. Staff provide a wide range of opportunities for physical activity. They give children the time and space to practise and develop new skills. For example, children learn to stretch and pause carefully to position a large block precisely or jump safely from height. This helps them to develop control, balance and confidence.

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Curriculum and teaching Strong standard

Leaders and staff provide a highly ambitious and inclusive curriculum, with children's interests at the heart of all planning. They carefully ensure learning is carefully designed around each child's next steps. This ensures children develop essential skills and extend their curiosity. Staff adapt activities carefully to match each child's stage of development, helping all children fully engage. They have a deep understanding of each child's individual needs, including those with special educational needs and/or disabilities and those who face additional barriers. This ensures all children are well prepared for the next stage of their learning.

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Curriculum and teaching Strong standard

Staff make every interaction with children a learning opportunity. They engage children in reciprocal conversations and ask stimulating questions that extend their thinking. For example, staff show an interest in older children's travel experiences when they talk about holidays in other countries. They introduce new vocabulary to build on their learning. Staff consistently use strategies to help children maintain attention and listen carefully. For instance, younger children followed instructions while making a sandcastle, using key words such as '1, 2, 3, go!' and 'circle' to guide each step. Staff praise children for their efforts and actively encourage all children to join in.

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Inclusion Strong standard

Leaders consistently prioritise the needs of all children, including those with special educational needs and/or disabilities (SEND) and those facing barriers to learning. From the outset, staff work very closely with parents and carers and other professionals to gain a clear understanding of each child's starting points in development. They carefully assess children's learning and identify any emerging gaps promptly. Staff collaborate with families and external specialists. They implement agreed strategies consistently between home and the setting. This coordinated approach ensures children and families receive the support they need and helps children to make sustained progress.

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Inclusion Strong standard

Leaders and staff attend appropriate training and engage in professional networking to keep their knowledge and skills up to date in supporting children with SEND. They are confident in using local processes to seek professional support and access additional funding when needed. This enables them to implement tailored and prompt adjustments and adaptations. Staff ensure all children can fully access learning and can engage with activities in ways that meet their individual needs. For example, they change communication methods, such as using visual cues to help children to express their emotions.

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Leadership and governance Strong standard

Leaders are highly committed to delivering high-quality care and education. They have clearly identified the priorities and are already providing appropriate support and guidance, working towards embedding these fully across all areas of practice. They ensure staff are well equipped to meet the diverse needs of all children, including those from families experiencing challenges. They provide guidance, training and support. The staff team collaborates effectively, using reflective practice to identify areas for improvement and drive continuous professional growth. Leaders encourage staff to pursue higher qualifications and develop expertise in areas where they have particular interests or strengths. Staff feel valued and respected. Leaders regularly review workload to support staff wellbeing. They ensure that expectations are realistic and manageable. The high morale across the team creates a positive, nurturing environment that benefits every child.

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Expected standard

Leaders maintain very positive professional relationships with external agencies and the local authority early years team. This allows them to respond promptly to any concerns about children's development and put plans in place to address barriers to learning. They ensure all staff and trainees have a thorough understanding of safeguarding and are confident in discussing it.

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Expected standard

Partnerships with parents and carers are a key strength in the nursery. Leaders and staff build very trusting relationships with parents. They keep families well informed about children's development and next steps in learning. This ensures continuity in learning, helping every child to reach their full potential.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set high expectations for children's behaviour and promote positive attitudes to learning. Children form close relationships with staff, who model respectful behaviour in a calm and gentle manner. Most children follow instructions and established routines in the setting. Staff act quickly when children display inappropriate behaviour. However, they do not consistently take the opportunity to explain to children why certain behaviours are unacceptable. As a result, children's understanding of the purpose of rules and expectations is sometimes limited.

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Behaviour, attitudes and establishing routines Expected standard

Staff are excellent role models. They consistently demonstrate kindness towards both children and adults. Staff actively support children to develop social skills and learning to collaborate. They work at a pace that suits each child. Some children engage in cooperative play with friends, while others play alongside one another. Staff guide interactions and use specialist strategies to help children to build positive relationships, cooperate and participate confidently.

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Behaviour, attitudes and establishing routines Expected standard

Leaders emphasise the importance of consistent routines, positive attendance and punctuality. They work closely with families to ensure children arrive prepared and ready to engage fully in learning.

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

Children arrive happily at this welcoming and inclusive nursery. They are warmly greeted by staff, who know them very well. Trusting relationships between staff and children help children to feel safe, secure and valued. As a result, children settle quickly and confidently explore the well-planned environment and engaging activities on offer. They show high levels of involvement in their play and learning. Children develop into confident and independent learners.

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

Staff have an excellent understanding of each child, including their starting points, interests and next steps in learning. Their skills and knowledge enable them to plan activities and experiences that are engaging, meaningful and tailored to each child's needs. Staff create a environment rich in language, which promotes children's communication and language development. For example, when children show curiosity about a bug they have found, staff skilfully extend their learning by introducing key vocabulary, such as 'delicate'. They explain its life cycle and how to handle it with care, nurturing children's respect for living things. Staff further encourage children to use tools, such as magnifying glasses to observe the bug from a safe distance rather than handling it directly. Staff thoughtfully design the learning environment to inspire curiosity and support all children, including those with special

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

educational needs and/or disabilities (SEND) and those with barriers to learning. As a result of the staff's expertise, children make excellent progress and are well prepared for school.

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

Partnerships with parents are very positive. Parents of children with SEND feel well informed about their child's progress. They speak highly of the support and communication they receive from staff. Parents feel included, respected and pleased with the progress their children are making. They particularly value the supportive and friendly environment that staff provide to support children to settle, learn and enjoy their play.

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Next steps

Leaders should ensure that staff help children to develop an awareness of which behaviours are unsuitable and why.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and disabilities coordinator, children and parents and carers 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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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St John Fisher Pre-school CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday : 09:15 - 15:45,Thursday,Friday : 09:15 - 12:45

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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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