St Thomas More Preschool

St Thomas More Preschool

Unique reference number (URN): 2748617 Address: Our Lady Parish Centre, Madeira Road, WEST BYFLEET, Surrey, KT14 6DE Type: Childcare on non-domestic premises Registered with Ofsted: 05/09/2023 Registers: EYR, CCR, VCR Registered person: St Thomas More Preschool 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 Strong standard

Children consistently achieve extremely well from their starting points. They are confident communicators who express their needs, thoughts and feelings clearly. During group times, all children confidently contribute to conversations. They show their understanding of conversation skills as they wait for their turn to talk and listen to their friend's thoughts and views. In addition, children with English as an additional language and barriers to their learning benefit from small group activities to support their communication and language further. Children's learning is skilfully supported, activities help them to embed new skills securely and build on what they already know. As a result, they demonstrate high levels of confidence and are well prepared for the next stage in their learning including the move to school. Children are independent and manage their self-care needs well. They behave well

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Achievement Strong standard

and understand the expectations of the setting. Children enjoy the praise they receive from staff. As a result, children are resilient and show pride in their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Leaders, managers and staff have created an inviting and welcoming environment where children explore with confidence. Staff model calm and respectful interactions and have consistent expectations for children's behaviour. They help children understand boundaries and routines. As a result, children behave well and show positive attitudes towards learning. If conflicts arise, staff support children to find solutions and use strategies to resolve these. Planned activities help children to understand turn taking and sharing.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are trusting, warm and respectful. Staff know children extremely well and respond sensitively to their individual needs. They adapt their approach to meet the needs of the child and provide reassurance, comfort and support. Staff work effectively with parents to ensure that children have good attendance. Children attend regularly and benefit from consistent routines that support their learning and wellbeing.

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Inclusion Strong standard

Leaders and staff build strong partnerships with parents. This ensures that they understand each child's individual experience and needs. They use this information to identify barriers to children's learning, staff then put plans in place to support children. In addition, through regular observations and assessments staff identify if there are gaps in children's learning and development. If children have special educational needs and/or disabilities or English as an additional language staff work with other agencies, where appropriate, to ensure that children and families get the help and support they need in the quickest time possible. Staff adapt their language and approach effectively to meet children's individual needs.

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Inclusion Strong standard

Staff take consistent and immediate action to reduce children's barriers to learning through adaptations, adjustments and inclusive practice. This ensures all children can take part in

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Expected standard

activities and make consistent progress. Staff work effectively together to share information and review the environment so that it is fully inclusive.

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Expected standard

Staff support children with English as an additional language and use key words from their home language, picture cards and simple signing to support children to understand what is happening now and next. Staff adjust their language to support their vocabulary by using one word then extending to two.

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Children's welfare and wellbeing Expected standard

Typically, care practices within the setting meets children's needs. Children form secure relationships with their key person and other familiar adults. These trusting relationships support children's emotional security and help them settle, feel safe and confident within the setting. Staff use information about children's routines at home to help the children settle and meet their individual needs. Overall, staff deploy themselves effectively and children are supervised well. However, at times, staff do not recognise when children need additional support during some activities, which does not enable them to consistently meet their needs.

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Children's welfare and wellbeing Expected standard

Through activities children learn about their personal safety. For example, children wait patiently for their turn on the climbing frame. Staff explain to children why they should not push and children understand how to keep themselves safe. During visits outside the setting children learn about road safety and the different roles of people in the community. Information from staff supports parents and children to lead healthy lifestyles and the importance of oral hygiene.

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Children's welfare and wellbeing Expected standard

Staff plan activities and provide children with support to recognise, express, and manage their emotions. Staff support children to regulate their emotions and to help them understand how others may be feeling. This helps children to build confidence, resilience and positive relationships. For example, older children talk about the game they will play and successfully negotiate what role each will have.

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Curriculum and teaching Expected standard

Leaders and staff have designed a broad and balanced curriculum. They review and adapt their practice effectively to ensure it meets the needs of all children attending. Staff support children's communication and language skills well. As children play, staff introduce them to new words and through skilful questioning to extend children's learning. From a young age, children show a love of books and storytelling. Staff use simple signing and visual aids with children who have barriers to their learning and support communication and understanding further. However, on occasion, some staff are not as confident with their interactions. This means, during these times, children do not benefit from fully consistent high-quality learning.

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Curriculum and teaching Expected standard

Staff provide children with plenty of opportunities to be outdoors and develop their physical skills. For example, children are highly engaged as they dig in the mud for worms, and show they are proud as they balance on beams and develop climbing skills. Staff embed mathematics into children's daily activities. During snack time, children serve themselves and carefully look at the number of pieces they can take. They count accurately as they move the fruit to their plates.

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Curriculum and teaching Expected standard

Staff use information about children to provide new experiences and to help them learn about the world around them. For example, children have regular trips to the allotment to tend to their fruit and vegetables, they learn how to care for them and help them grow. Trips to the library, shops and parks provide opportunities for children to gain further knowledge and skills and to learn about road safety.

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Leadership and governance Expected standard

Leaders, and staff build secure relationships with parents and have a clear understanding of the children and their family's needs. Staff receive the support and training needed to make continuous professional development. For example, some staff are completing training to provide further maths experiences for children to develop their learning further.

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Leadership and governance Expected standard

Leaders and managers regularly evaluate the setting and experiences offered to children to identify their strengths and areas for development. For example, recent evaluation of the main area of the pre-school identified the need to deploy staff more effectively to support children's individual needs and positive behaviour.

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Leadership and governance Expected standard

Staff are happy in their roles and understand their responsibilities to plan and support children's individual needs. Regular one-to-one meetings provide staff with the opportunity to discuss their wellbeing and training needs. Leaders and staff know and understand the children's individual needs. This includes children with special educational needs and/or disabilities and children with English as an additional language or other barriers to their learning. Effective partnership working ensures that children have consistency and support to make continuous progress.

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Leadership and governance Expected standard

Overall, leaders and managers have effective oversight of staff practice. However, there are some minor inconsistencies in practice that they have not yet addressed.

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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

Leaders and managers have created a welcoming environment where children feel safe and secure. As children arrive, they separate confidently from parents as they are greeted by friendly staff. Staff carefully plan activities to excite children and provide choices so children can take control of their own learning. Children are highly engaged in activities of their choosing. For example, children spend extended periods of time as they dig for worms, excited to show their peers as they find one. As a result, children are confident and independent learners.

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

When children first start, staff gather information from parents and observe children to assess children's starting points and to plan for the next stage in their learning and development. Staff use this information to identify any barriers to children's learning and/or wellbeing. Staff work with other agencies, where appropriate, to ensure they provide the support and consistency children need to make the progress they are capable of. This means all children, including those with special educational needs and/or disabilities and those with English as an additional language make consistent progress.

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

Staff are good role models and children behave well. They understand the routines and what is expected of them. Carefully planned activities support children to build positive relationships with their peers and to communicate their needs clearly. As a result, children are well prepared for their next stage in learning, such as the move to school.

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

Leaders and managers promote the importance of punctuality and attendance. They provide support to help families establish positive routines so that children benefit from consistency

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Address:

Our Lady Parish Centre Madeira Road WEST BYFLEET Surrey KT14 6DE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Thomas More Preschool Ltd

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Address:

Register(s): EYR, CCR, VCR and learning opportunities.

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Next steps

Leaders should review staff deployment to ensure children receive additional help and or support when required. Leaders should strengthen monitoring of staff practice to enhance the consistency of interactions with children where needed.

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About this inspection

The inspector spoke with leaders, managers and staff 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 18:00,Friday : 08:00 - 17:00

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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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