St Peters Preschool

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About St Peters Preschool

Name St Peters Preschool
Ofsted Inspections
Address St. Martins C Of E Primary School, Spring Hill, Weston-Super-Mare, Somerset, BS22 9BQ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority NorthSomerset
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and have a good sense of belonging at the pre-school. Staff warmly welcome the children which helps them to feel safe and secure. Children make wonderful friendships.

They practice their social skills as they engage in make-believe play. For example, they pretend to make drinks and food to share with each other. Children are confident and curious.

They introduce themselves to visitors, ask questions and talk proudly about the things they can do. For instance, they gain the attention of adults to show a tall tower they have built. Staff praise children for their achievements, which motivates them even... further.

This helps to support the good progress children make. Children show positive attitudes to learning and they respond well to the requests of adults. Children learn to become independent in self-care tasks, such as wiping their own noses or pouring their own drinks.

Children benefit from a broad and balanced curriculum of activities. Staff encourage parents to share their observations of children's learning at home. This helps staff tailor the provision to children's interests to extend children's learning further.

Due to the COVID-19 pandemic, parents do not routinely enter the pre-school to help minimise spread of the virus. Nonetheless, parents say they feel well informed of their child's progress. Staff update parents with children's progress using an online platform, along with daily feedback.

What does the early years setting do well and what does it need to do better?

The manager and her team have formed effective relationships with the school staff on the adjoining school site. They work closely with them to identify and support children to gain helpful skills needed for school. Children have lots of opportunities to familiarise with new teachers.

They visit their new classroom for activities, such as story time. This prepares children well for the next stage in their learning journey and promotes a smooth transition to school.Overall, children's behaviour is good.

They are kind and respectful to each other and are keen to help with tasks, such as tidying away toys or sweeping up sand. However, staff do not always respond to unwanted behaviour in a timely way. On occasion, they can be inconsistent with helping children to learn how to conduct themselves.

For instance, children sometimes run around inside and climb on furniture. This can disrupt other children, and therefore impact on their learning.Children have lots of opportunities to practise and develop their early writing skills.

This is well sequenced by staff who provide plentiful resources to support this. For example, children gain the foundations of early writing skills as they use mark-making implements in small-sand trays. Older children progress on to form some recognisable letters and learn to write their name.

Staff provide activities that capture children's attention and inspire them to explore. For example, children show curiosity as they investigate natural resources, such as shells and pebbles. They show high levels of concentration as they pour water through funnels and watch it cascade.

However, staff do not always maintain the interests and attention of boys, including during group time activities. They sometimes lose focus, become restless and wander around. This reduces their engagement in learning.

Children enjoy many opportunities to develop their physical skills. They participate in activities that support large- and small-muscle skills and coordination. For example, children use their core strength to manoeuvre wheeled toys.

They develop their coordination by balancing along beams and using the climbing equipment. Children squeeze pipettes in the water which helps to strengthen their hand muscles.Staff provide opportunities for children to develop awareness of diversity and the wider world.

Staff liaise with parents and seek information about children's home culture, incorporating it into learning. For instance, children enjoyed celebrating Eid. They tasted cultural dishes provided by a parent.

This helps children to learn about the lives of others and the world around them.Staff support children's communication and language skills well. They work alongside children, commenting on and narrating their play which extends their learning.

For example, staff model the names of different animals and explain what fossils are and where to find them. This helps children to increase their understanding and vocabulary, as they are exposed to new words and concepts.


The arrangements for safeguarding are effective.

Staff are fully aware of their roles and responsibilities to protect children in their care from harm. Managers and staff undertake regular safeguarding training to help them recognise the signs and symptoms of when a child may be at risk of abuse. Staff know the reporting procedures should they become concerned about the welfare of a child.

They are also aware of the wider safeguarding issues, such as how children may become subject to extreme or radical views. Staff know the actions to take should they become concerned about the conduct of a colleague.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the planning of activities to ensure all children, particularly boys are fully engaged and their learning is sufficiently challenged nensure all staff consistently help children to understand the type of behaviour that is expected of them.

Also at this postcode
St Martin’s Church of England Primary School

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