Em's Stars Pre-School at St Joseph's Primary

Em's Stars Pre-School at St Joseph's Primary

Unique reference number (URN): 2791769 Address: St. Josephs RC Primary School, Woodchurch Road, PRENTON, CH43 5UT Type: Childcare on non-domestic premises Registered with Ofsted: 17/05/2024 Registers: EYR Registered person: Em's Stars Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children, including those with special educational needs and/or disabilities (SEND), typically make progress from their starting points across the areas of learning. They generally make positive progress in developing self-care skills, confidence and participation. For example, children who previously preferred to play by themselves now collaboratively play alongside others.

p.2

Achievement Expected standard

Children build knowledge and skills that prepare them for their next stage learning. They become increasingly independent, take turns and manage aspects of their own care, such as handwashing and putting on their own coats. Children show that they can transfer new learning. For example, they use previously introduced mathematical vocabulary in their own play.

p.2

Achievement Expected standard

Children have opportunities to build knowledge across the curriculum. Children with SEND benefit from targeted support and adaptations that enable them to participate and progress. Children and families are supported with transitions to local schools through tailored arrangements when children need more time or support before moving on.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes to learning. They play cooperatively, share resources and increasingly take turns. Practitioners use praise effectively and children visibly take pride in their achievements, such as completing a drawing, helping to tidy resources and managing tasks for themselves.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children understand familiar expectations and routines. They respond quickly to the tidy-up song and enjoy responsibilities such as being the 'leader of the day'. Practitioners remind children of expectations calmly and positively. Children generally respond well to these boundaries and learn to consider the needs of others.

p.2

Behaviour, attitudes and establishing routines Expected standard

Practitioners adapt their approach for children who find transitions or self-regulation difficult. They use comfort objects, movement opportunities and visual choices to help children settle and participate. This enables children to feel safe, secure and a sense of belonging.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders recognise that readiness for school looks different for individual children, and tailor arrangements when children need more time or support before moving on. Leaders monitor attendance and follow up unexpected absences. They work with families to understand any barriers and offer support where this is needed.

p.2

Behaviour, attitudes and establishing routines Expected standard

Most routines support children well. However, during some whole-group times, children spend periods waiting, and some lose focus. Practitioners do not always adapt these routines quickly enough, which reduces the time children spend actively engaged in purposeful learning.

p.2

Children's welfare and wellbeing Expected standard

Children receive warm and attentive care. They develop secure relationships with practitioners and confidently seek help or reassurance when they need it. Children who find separation or transitions difficult have access to tailored support. Leaders have introduced the use of familiar objects and have developed a calm sensory space where children can be supported to regulate their emotions.

p.3

Children's welfare and wellbeing Expected standard

Children have frequent opportunities to be physically active. They can move between indoor and outdoor provision freely. Practitioners adapt spaces so that children, including those with special educational needs and/or disabilities, can access further opportunities for physical movement.

p.3

Children's welfare and wellbeing Expected standard

Children learn everyday self-care routines. They wash their hands before eating and are encouraged to become increasingly independent in doing so. Practitioners know children's dietary needs. They manage allergies and intolerances carefully.

p.3

Children's welfare and wellbeing Expected standard

Leaders and practitioners provide healthy snacks, milk and water. Children are encouraged to try different foods and make choices for themselves, including by pouring their own drinks and peeling their own fruit. However, practitioners do not consistently use these everyday experiences to help children understand why healthy food and drink choices matter, including how these choices support oral hygiene. As a result, opportunities to build children's understanding of healthy lifestyles are not yet fully realised.

p.3

Curriculum and teaching Expected standard

Leaders have designed a curriculum that gives children experiences across all areas of learning. Generally, there is an emphasis on communication, developing independence and preparing children for what comes next. Practitioners know their key children well, and can explain what they want children to learn and how planned experiences support their next steps.

p.3

Curriculum and teaching Expected standard

Children learn through experiences linked to their interests. For example, practitioners use natural materials and familiar toys to introduce mathematical language about size and weight. Children then use this new vocabulary in their own play and interactions. Practitioners typically model new words and encourage children to count, share ideas and persevere with challenges. Children also develop creativity and imagination through activities such as drawing real-life objects, making models, and small-world play.

p.3

Curriculum and teaching Expected standard

The curriculum also reflects the cultures and experiences of families attending the setting. Children encounter diverse stories, images and resources, while families are encouraged to contribute to experiences through a range of events. This helps children to learn about similarities, differences and the world around them in a meaningful way.

p.3

Curriculum and teaching Expected standard

Teaching is generally purposeful. However, children are not given enough time to think and respond before practitioners move the learning on. Similarly, when children begin to lose interest, activities are not always adapted quickly enough to regain their engagement. This means that some learning opportunities are not explored as fully as they could be.

p.3

Inclusion Expected standard

Leaders identify children's emerging needs early. They use observations, assessments and discussions with parents and carers to establish children's starting points and identify barriers to their learning or wellbeing. They work with external professionals when specialist advice is needed, and review children's support regularly with parents.

p.4

Inclusion Expected standard

Children with special educational needs and/or disabilities receive adaptations based on their individual needs. For example, leaders have used additional funding purposefully to create spaces for children who need movement or time to regulate their emotions, including the addition of sensory resources. Their use of funding has also included sourcing private speech and language therapy for children to reduce their wait time in receiving external specialist support. Leaders have also sourced weatherproof clothing so that children can pursue their interests outdoors throughout the year.

p.4

Inclusion Expected standard

Leaders understand the needs of children who speak English as an additional language. Families contribute their experiences and traditions to the curriculum. Leaders generally consider how to reduce communication barriers while valuing children's home languages and cultures. For example, practitioners have recently introduced some additional communication strategies, such as visual aids. However, these strategies are not yet routinely used by all practitioners throughout the day. This reduces the support that some children receive.

p.4

Leadership and governance Expected standard

Leaders know the setting well and are reflective about what works and what could improve. They seek feedback from parents, carers and practitioners and make changes in response. For example, parent feedback led leaders to revise settling-in arrangements. Leaders continue to consider how these can be improved further for children and families.

p.4

Leadership and governance Expected standard

Leaders have clear systems for recruiting new practitioners. They support practitioners through inductions, regular discussions, supervision and professional development to ensure that they understand key policies and procedures. They check safeguarding knowledge through scenario-based discussions and share updated policies regularly. Leaders consider practitioners' workload and have adapted supervision arrangements when previous systems were not proving useful. Practitioners attend whole-team meetings with leaders, which helps information and updates to be shared consistently.

p.4

Leadership and governance Expected standard

Parents are actively involved in children's learning. They receive information about what their children are learning, contribute photos and experiences from home and are invited to spend time in the setting. Families also contribute to learning about different countries, cultures and traditions. Leaders maintain links with local schools and other professionals to support children's transitions and individual needs.

p.4

Leadership and governance Expected standard

Leaders have an accurate understanding of where practice could improve further. They respond positively to challenge and are reflective about how to improve consistency across the team.

p.4

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

Children are happy, settled and confident in this welcoming setting. They develop close relationships with practitioners, who know them well and provide comfort and reassurance when they need it. Parents and carers value this personalised care, and describe how practitioners take time to understand their child's interests and preferences and what helps them to feel secure.

p.5

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

Children enjoy a broad range of experiences indoors and outdoors. They investigate natural materials, create models, count and sort objects and develop imaginative play. Children are free to choose where they would like to play and are encouraged to follow their interests. They are encouraged to persevere, have a go and become increasingly independent. Children take pride in achievements, such as completing creative tasks, pouring their own drinks and taking responsibility as the 'leader of the day'.

p.5

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

Children learn to share, take turns and consider others. They respond well to familiar routines, including the tidy-up song, and generally understand what is expected of them. Practitioners use praise frequently to recognise children's efforts and positive behaviour.

p.5

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

Children with special educational needs and/or disabilities (SEND) receive tailored support. Adaptations, including calm spaces and extra room for movement opportunities, help them to participate alongside their peers. Children who speak English as an additional language are welcomed, and their cultures and family experiences are valued. Families are encouraged to share their traditions and experiences with the setting.

p.5

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

Children typically make progress from their starting points, including those with SEND. They develop their confidence, independence and ability to play collaboratively alongside others. Children are generally well prepared for their next stage of learning, while those who need additional support receive an individualised approach.

p.5

Next steps

Leaders should support practitioners to consistently use a range of communication strategies, including visual supports, to help all children to express themselves freely, including those learning English as an additional language. Leaders should support practitioners to recognise when children lose engagement, and adapt teaching so that children consistently benefit from opportunities to think, respond and deepen their learning.

p.5

Address:

St. Josephs RC Primary School Woodchurch Road PRENTON CH43 5UT

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 15:30

p.6

Facts and figures used on inspection

Leaders should strengthen how practitioners teach children about healthy food and drink choices, including oral hygiene, so that children understand why these choices support their wellbeing.

p.6

About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children during the inspection.

p.6

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. This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8