Precious Jem's Pre-School

Precious Jem's Pre-School

Unique reference number (URN): 2805824 Address: St. Mary's Halls, St Mary's Drive, Stockport, SK5 7AX Type: Childcare on non-domestic premises Registered with Ofsted: 14/10/2024 Registers: EYR, CCR, VCR Registered person: Precious Jem's 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a clear priority across the setting. Leaders and staff create an environment of inclusion, celebration and positivity. Staff know children's characteristics and personalities inside out, and use this knowledge to enhance children's experiences further. Through their meaningful interactions, children feel a true sense of belonging as they feel secure and valued. Children are more than equipped to make healthy choices. For example, staff consistently lead conversations about eating healthily and exercising. Children express how they eat fruit to 'grow big and strong'.

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Children's welfare and wellbeing Strong standard

Children are more than prepared for transitions as staff embed consistent routines. Upon arrival at the setting, children independently put their slippers on, creating a real home-from- home environment. Children feel very relaxed and comfortable and enjoy playing and learning in a calm manner. They participate in 'music and movement' sessions to stretch, dance and shake off, as staff carefully consider their routines. These physical sessions are skilfully planned prior to mealtimes, as children are expected to sit down and encouraged to use positive table manners during this time. As a result of the physical activity, children feel ready to relax after their dancing and welcome the opportunity to sit, displaying positive behaviours.

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Inclusion Strong standard

Leaders and staff create an environment where inclusion is prioritised and celebrated. Through clear assessments of children's progress and development, any gaps in learning are swiftly identified. Leaders and staff work tirelessly to overcome any barriers and to access guidance and interventions from appropriate professionals. Staff develop professional relationships with different agencies. They seek advice and promptly implement this within the provision. Consequently, children with special educational needs and/or disabilities, or who may face barriers to their learning, make remarkable progress as staff make a sustained difference. For example, staff implement advice from speech and language professionals to promote communication across their provision. As a result, children achieve well as they are encouraged to express and communicate effectively. Staff use their experience and expertise to skilfully enhance all opportunities for children,

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Inclusion Strong standard

ensuring that adaptations are carefully considered and implemented. Parents, carers and families receive detailed feedback. They express how the setting has 'made such a difference', developing both their confidence and their children's confidence in making progress and trusting the systems in place.

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Inclusion Strong standard

Leaders embed effective routines to support children's varying needs. For example, staff have created a free-flow routine for mealtimes to incorporate children who have medical needs that heighten when eating. This relaxed approach creates a calm and inclusive environment. For example, children who need to wait for medicine to be given and take effect before eating are still engaged in playful experiences, and are not separated from

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Expected standard

their peers. Children respond positively to this. They show empathy and understanding for differences between themselves and their peers.

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Achievement Expected standard

Children typically achieve well. They are developing the skills and knowledge to prepare them for future transitions, such as moving to school. Children are skilful communicators and confident individuals. They develop these skills as staff promote a 'can-do' approach. This positive mindset towards trying new things and taking risks allows them to feel in control and proud of their achievements. Children feel proud and validated. They hold pencils with a secure pincer grip, developing their fine motor skills. Children demonstrate pride in their achievements as they show their friends. They communicate with confidence, and discuss what they have drawn and what colour crayons they have used.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who may face other barriers to their learning make appropriate progress. Staff use their knowledge of each child to identify emerging gaps in their learning. They work collaboratively with other professionals, which ensures that children are supported appropriately.

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Behaviour, attitudes and establishing routines Expected standard

Children display a positive attitude to learning and interacting with their peers and staff. They understand the routines and know what is expected of them. Children display helpful and cooperative behaviour as they understand how to lend a supporting hand. They enjoy receiving praise for their achievements as they skilfully chop their own bananas for snack time. Children form positive and trusting bonds with staff. They display caring relationships and behaviour. They take turns and wait patiently in activities and routines, demonstrating respect for one another.

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Behaviour, attitudes and establishing routines Expected standard

Staff are skilled at ensuring that activities are inclusive for all children, including those with special educational needs and/or disabilities or who face barriers to their learning. However, not every activity is meaningful, as sometimes children become less interested during specific group times. Staff do not consistently adapt these routines to keep children fully engaged, and as a result, some children become distracted.

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Behaviour, attitudes and establishing routines Expected standard

Children are typically ready to learn and explore the provision, as staff work hard to promote excellent attendance. Staff provide feedback on children's progress and achievements to parents and carers, highlighting the importance of attendance to maintain the teaching.

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Curriculum and teaching Expected standard

Leaders and staff follow a clear curriculum that enhances children's opportunities to develop skills for future life. Staff focus on teaching independence, confidence and communication through play-led learning. They use their understanding of children's interests to generally keep children focused and engaged in activities to typically further their learning. However, not all opportunities for teaching are fully embedded throughout practice, as staff do not consistently enhance teaching. For example, children enjoy a welcome song and are asked how they are feeling and why. Children typically respond by saying, 'Happy, because I see my friends.' Staff do not take the opportunity to widen children's knowledge or to encourage them to explore their emotions further. Children play outdoors and develop their fine motor skills as they thread hoops onto straws. Mathematical language is explored as staff encourage children to count each hoop and discuss different quantities of who has 'more'

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Curriculum and teaching Expected standard

Children typically enjoy music and movement activities, but sometimes become disinterested and distracted. Staff are not always swift in responding or acting to adapt in the moment. As a result, children do not consistently experience further learning to enhance their knowledge and skillset. Children climb across equipment and enjoy developing their gross motor skills and physical development. Staff playfully ask children to 'stop' so that children practise their balancing skills before continuing to climb. Children receive simple instructions as they develop their listening skills with the opportunity to learn new vocabulary.

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Leadership and governance Expected standard

Leaders create a working environment of support and open communication as staff feel valued and listened to. Leaders ensure that all mandatory training is completed as they understand the importance of professional development. However, additional support and coaching are not consistently prioritised to further enhance staff's knowledge and development. This is sometimes reflected in staff's abilities to adapt in the moment to further enhance children's opportunities for learning.

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Leadership and governance Expected standard

Leaders form close bonds with parents, carers and families as they prioritise feedback and engagement. Leaders introduce different ideas to promote parental partnerships, as they acknowledge the importance of collaborative working. For example, leaders have introduced the 'Everywhere Bear' for children to take home, and children share their experiences together in a notebook. This adventure creates a real opportunity for leaders and staff to see children's interests, as well as furthering their knowledge of children's different home life dynamics. Leaders work closely with local schools, as well as any other professionals involved in children's care, to provide a smooth transition. As a result, support is specific and makes a positive difference to children's learning and development.

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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 thrive in this setting. They are welcomed in by familiar staff and settle quickly into activities. Their interests and current learning topics enhance the continuous provision. Children greet one another warmly. They initiate play and build secure relationships with both their peers and staff. Children feel safe, and explore the environment with a natural curiosity and confidence. They make their own choices and use their own voices to lead in play. This keeps children focused and engaged, extending their learning further.

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Address:

St. Mary's Halls St Mary's Drive Children feel a sense of belonging as leaders and staff ensure that their wellbeing remains consistently at the centre of the provision. Children excitedly discuss stories from home, and staff use their knowledge of each child to ask questions and promote further thinking. Children feel listened to as their voices are valued and their interactions are encouraged. Children with special educational needs and/or disabilities, and children who face barriers to their learning, flourish. Their needs are swiftly and consistently met by experienced staff. For example, staff recognise changes in children's health through cues in their body language, and act swiftly to provide effective and appropriate care. Consequently, children quickly settle back into their play and learning once feeling better. Children are happy and play with understanding and empathy for one another. As children arrive to the setting, their friends

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Address:

wave excitedly and invite them to play. Children acknowledge their emotions and express to staff that they feel happy playing with their friends. They play harmoniously together and demonstrate positive behaviour.

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Next steps

Leaders should continue their work to ensure that every opportunity for highly effective teaching and interactions is sustained and embedded within practice. Leaders should strengthen staff's professional development to build on their knowledge and provide consistently high-quality teaching.

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About this inspection

The inspector spoke with leaders, practitioners, 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. Stockport SK5 7AX Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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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