St. Peter's Nursery School

St. Peter's Nursery School

Unique reference number (URN): 2746436 Address: St. Peters Church Office, Laleham Road, Staines-upon-Thames, TW18 2DX Type: Childcare on non-domestic premises Registered with Ofsted: 30/08/2023 Registers: EYR Registered person: Kolodziejska, Iwona

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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

Children are developing their language and communication skills. They engage in group activities that focus on supporting their speech and language skills. Children recall new vocabulary, such as 'jellyfish', as they revisit familiar stories. Children take turns as they create structures with blocks. Children count in their play and use language such as 'big' and 'small' as they compare the sizes of dinosaurs. Children develop their independence as they learn to use cutlery at mealtimes.

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Achievement Expected standard

Overall, children achieve well from their starting points and gain skills that prepare them for their move on to school. Children do not benefit from learning through the routines of the nursery and become distracted due to the lack of organisation at these times.

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Children's welfare and wellbeing Expected standard

Leaders and staff prioritise the wellbeing and welfare of all children, including those who are disadvantaged and those with special educational needs and/or disabilities. Staff develop positive relationships with children. Children leave their parents and carers with ease and settle quickly. Staff are warm and caring, which helps children to feel safe and secure. They plan engaging learning environments and follow children's interests. Staff ensure that children spend time outdoors every day.

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Children's welfare and wellbeing Expected standard

Children learn the benefits of healthy foods as they grow fruits such as strawberries. Furthermore, during mealtimes, staff talk to children about healthy foods and encourage them to make choices that support their growth and development. Generally, children learn to be kind to one another and share resources. They play cooperatively with their friends. Typically, staff implement suitable hygiene practices to help children develop healthy habits for the future. However, some of these times are disorderly, and staff do not support children's engagement.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have improved the curriculum. They are clear about the curriculum design and how this supports children with special educational needs and/or disabilities and children who may face barriers to their learning. Leaders use regular supervision sessions and their observations to develop the skills staff need to adapt their teaching and extend children's learning as they play.

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Curriculum and teaching Expected standard

Staff plan and deliver activities where children learn and practise age-appropriate skills and knowledge. They support children who speak English as an additional language. For instance, they plan small-group times and use stories with props. This helps all children to develop their communication and language.

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Curriculum and teaching Expected standard

Staff plan ample opportunities for children to develop their physical strength and coordination. Children explore and move in a variety of ways, such as climbing, balancing

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Needs attention

and running. Staff use these experiences to strengthen children's large-muscle skills, balance and coordination. For instance, children scoop sand as they search for dinosaurs and recall the names. Younger children are curious as they learn how to use a water fountain while they explore the role-play lily pads and frogs. Staff count alongside children, supporting their early mathematical knowledge.

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Needs attention

Staff sensitively consider the needs of children who have been identified as requiring additional support. However, transitions are not yet effective and are unorganised at times. Staff try to manage too many children at once while they wash their hands, use the bathroom and move between the garden and indoors. This means that children do not benefit from learning through the routines of the nursery.

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Inclusion Expected standard

Leaders and staff take time to get to know each child and their family. They work with parents and carers from the outset. This helps staff to identify any gaps in children's learning or those children with special educational needs and/or disabilities early on. Leaders work in partnership with external professionals. This two-way approach helps children to typically progress in their learning and development.

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Inclusion Expected standard

Leaders have improved support for children who speak English as an additional language. Staff have completed training to support these children. For example, staff use visual prompts and simplify language for children. This is effective in helping children to develop their language skills and their confidence in forming relationships with their peers.

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Inclusion Expected standard

Staff provide focused interventions that support children to develop their language, as well as their ability to communicate through other methods. This promotes children's confidence and ability to make friends. However, leaders do not recognise when staff need support to ensure that transitions are adapted to support children's individual needs. This means children do not benefit from these times to further their learning and development.

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Behaviour, attitudes and establishing routines Needs attention

Overall, children enjoy attending the nursery and generally engage well with the activities available. However, leaders do not ensure that staff support children effectively at times of transition. Although children know the routines, staff do not manage these effectively. Staff do not support children with clear instructions. This causes children to tend to run and push each other. Staff do not consider how to support children with their self-care, as they take too many children at one time to the toilet. This means children are not sure what is expected of them and run around, pulling tissue from the hand dryer. Furthermore, as children line up and move between the indoor and outdoor environments, they tend to push their peers in front. This means children do not learn from the intended learning opportunities at these times, including children with special educational needs and/or disabilities. Leaders have improved group times. Children listen well to the attentive staff, who deploy

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Behaviour, attitudes and establishing routines Needs attention

themselves effectively. However, leaders have not recognised transitions as an area for development or how to improve staff's approach to supporting children's behaviour. Leaders promote the importance of children's regular attendance. They monitor attendance patterns and work with families to support children's consistent routines. This helps to promote a positive attitude towards future attendance at school.

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Leadership and governance Needs attention

Although leaders are able to identify areas of improvement, they have not ensured that there is a named deputy manager in place. This is a breach of requirements. This means they have not identified an appropriate person to manage in their absence with the relevant support and coaching.

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Leadership and governance Needs attention

Since the last inspection, leaders have focused on targeted teaching in group times to support children's communication and language. Staff report they are well supported. They comment on the training they have received to implement strategies to support children who speak English as an additional language. However, leaders do not recognise the impact of planned transitions and how they can manage these effectively to support children's behaviour and learning.

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Leadership and governance Needs attention

Leaders have established positive relationships with parents and carers. They use a variety of ways to engage parents in supporting their children's next steps and to understand their child's developmental stage. For instance, leaders invite parents into the nursery for play sessions. This helps staff to strengthen their relationships with parents even more.

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Leadership and governance Needs attention

Leaders work with external professionals so children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, receive appropriate and targeted support. This two-way approach helps children make typical progress in their learning and development.

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

Leaders have not ensured that there is a named deputy manager in place. This is a breach of requirements. Leaders and staff do not consider how to support children at times of transition. This results in the noise levels in the nursery becoming loud, and children are not sure what is expected of them. This impacts negatively on children's behaviour. Children typically demonstrate that they feel settled, and they enjoy attending the nursery. Typically, they benefit from an inclusive curriculum. Staff quickly identify children who may need additional support. They work closely with external agencies and families to ensure that children receive timely interventions. Since the last inspection, leaders have focused on supporting children's communication and language skills. Children with special educational needs and/or disabilities or who speak English as an additional language are identified quickly. Staff work with external agencies to offer strategies and reduce any barriers to

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

children's learning. This supports children's progress from their starting points.

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

Staff use books and songs consistently to support children's speech and language development. They extend the use of books into play as children search for various sea creatures. Children hear number language in their play as they push their toy cars through the pretend car wash. Older children compare the sizes of wooden building logs as they play. These skills support children's early mathematical development.

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

Children particularly enjoy the outdoor environment, which forms a key part of the curriculum. Staff recognise the importance of outdoor learning. They provide children with activities that foster their interests, such as dinosaurs hidden in the sand and small toys, such as diggers. Staff provide children with regular opportunities to climb, run and explore. This supports children's physical development. Children enjoy healthy meals and learn about making positive choices.

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

Positive partnerships with parents and carers help staff to understand children's individual needs well. Children are proud to show their parents their favourite stories in the nursery during planned stay-and-play sessions. Leaders promote children's attendance effectively. They follow up on absences promptly. Leaders work closely with parents to ensure that they understand the importance of regular attendance for their child's learning and development.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

improve the routines for children, particularly at transition times, to support their learning and positive behaviour 15/07/2026

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Action Completion Date

ensure that there is a named deputy manager in place to manage the nursery in the manager's absence 15/07/2026

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Address:

St. Peters Church Office Laleham Road Staines-upon-Thames TW18 2DX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday : 08:00 - 13:00,Wednesday,Thursday : 08:00 - 17:00,Friday : 08:00 - 13:00

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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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About this inspection

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