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Ofsted Report

                                                St Mary's Pre-School       
                      St. Marys Youth Centre, Church Road, Yate, Bristol, BS37 5BG   
Inspection Date               Previous Inspection date           Previous inspection date
28 March 2024                  12 April 2018                                      13 April 2015
    Good                                   Outstanding                                         Good
The quality and standards of the early years provision
            This inspection: Good   

What is it like to attend this early years setting?
The provision is good Children are greeted at the door by staff and make their way to the hall. They arrive happily and settle into the activities available. Staff support children to choose what they would like to play with. Children who find it hard to settle in are given the time and reassurance they need. Staff provide children with comfort when they get upset. Staff encourage children to engage and interact at story time. For example, staff read books and encourage children to complete the actions from the story alongside them. Children show delight as they listen intently to the story. This helps to support children's attention and listening skills. Children are supported to learn the skills required to be independent for their transition to school and successful future learning. Older children are positively encouraged to take care of their own personal needs, fully supported by staff who are close by. Younger children make good attempts at getting ready for outdoor play. Staff skilfully interact with children and provide running commentaries during play. Children's speech and language development are good, and they demonstrate that they are confident speakers. Staff provide a curriculum that is planned around the children's developing needs and interests. They follow the children's lead and plan in the moment to fully support what captures children's attention. Staff speak respectfully to the children. For example, they gently ask them if they if they may change their nappy or wipe their nose. They have high expectations for the children and children's behaviour is good.
What does the early years setting do well and what does it need to do better?
Children benefit from a varied curriculum that is based around what they need to learn next. They make good progress while at pre-school. All areas of children's learning are promoted well. There is a particularly strong focus on supporting children's speech and language and personal skills. Staff spend a lot of time using simple language with two-year-old children. They help children to associate words with objects or movements. They also repeat unclear words back to children and use Makaton signs to help to increase the children's vocabulary. n The pre-school is fully inclusive and activities are planned to ensure all children can participate. The special educational needs coordinator (SENCo) works with staff and outside agencies to ensure children with special educational needs and/or disabilities (SEND) are supported. The SENCo reviews individual support plans with staff to monitor the progress children make and to identify any further gaps in children's learning. The SENCo shares strategies with other agencies involved in children's learning and development to ensure a consistent approach. This helps children with SEND to make good progress from their individual starting points.
Staff effectively bring children together for group times. For example, they gently ring a bell which draws children to stop and listen. This enables staff to share details of changes of the routine, such as when it is time to tidy up. Children receive effective encouragement in this task, enabling them to learn to care for the equipment. They fill baskets and tubs and then carry it together to put it away, showing effective team working. n Children benefit from warm, loving interactions from the attentive staff. Staff help children to understand what behaviour is expected from them. For example, they gently remind children to share, take turns and use their manners. However, at times, staff do not always use opportunities that arise to help children understand their emotions and talk about their feelings, to self-regulate and understand the effects their behaviours have on others. n Staff confidently weave mathematical language into children's play. This means that children confidently count how many play dough cakes they have made for example. Children work out how many bricks they need for their constructions. They talk about size, shape and pattern as they organise their blocks. n The manager values the impact that professional development can have on improving the quality of staff's practice over time. She ensures that staff attend training to keep their knowledge up to date and meets with staff regularly to support them in developing their skills. Staff well-being is promoted and morale is high. n Partnerships with parents are strong. Staff gather key information from parents before their children start at the pre-school. This helps staff to plan effectively and follow familiar care routines. Staff keep parents informed on the progress their children make and provide ideas on how to continue their learning at home. Parent feedback is highly complimentary. They say their children make great progress, and they comment on the 'family feel' of the pre-school.
Safeguarding The arrangements for safeguarding are effective. There is an open and positive culture around safeguarding that puts children's interests first.
What does the setting need to do to improve? To further improve the quality of the early years provision, the provider should: n improve ways to support children in understanding their emotions so they can learn to self-regulate and communicate their feelings more effectively.
Setting details
Unique reference number EY379776
Local authority South Gloucestershire
Inspection number 10311848
Type of provision Childcare on non-domestic premises
Registers Early Years Register
Day care type Sessional day care
Age range of children at time of inspection 2 to 4
Total number of places 36
Number of children on roll 60
Name of registered person St. Mary's Pre-School Limited
Registered person unique reference number RP910371
Telephone number 07779 570 239
Date of previous inspection 12 April 2018
Information about this early years setting
St Mary's Pre-School registered in 2008. It is situated in Yate, South Gloucestershire. The setting provides care between 9am and 3pm each weekday, during term time only. It employs nine members of staff. Of these, one has qualified teacher status, five have a level 3 qualification and three staff are unqualified. The setting receives funding to provide free early education for children aged two, three and four years.
Information about this inspection

Marie Swindells 

Previous Inspection - 12 April 2018 Outstanding 

Effectiveness of the leadership and management Outstanding  1
Quality of teaching, learning and assessment Outstanding 1
Personal development, behaviour and welfare Outstanding 1 
Outcomes for children Outstanding  1
Summary of key findings for parents  - This provision is outstanding      Management provides high-quality support, guidance and coaching as it works alongside staff. It communicates high expectations to staff and fosters a culture of continuous improvement for children's care and learning experiences. Well-qualified staff are empowered to continuously develop their professional knowledge and skills.    Children who have special educational needs and/or disabilities receive exemplary levels of support. Staff work in harmony with other professionals to identify and provide the support children need. Children make notable progress from their unique starting points.   

       Staff support children's emotional well-being superbly. For example, highly attentive staff celebrate children's efforts as they teach them to identify and talk about emotions. This helps to promote children's remarkably high levels of self-esteem and the exceptional positive relationships with staff and each other.   
       Partnerships with parents are outstanding. Families praise 'the wonderful care, support and learning opportunities' the staff provide for their children. Staff and parents share thorough information about children's progress, which informs staff assessment and detailed planning to promote rapid outcomes for children's learning and development.   
       Management and staff make excellent use of the amenities in the local community. Children benefit greatly from a wide range of planned experiences and outings. They learn about diversity, enjoying visits from the police, building trade, fire service, and parents who tell stories in their home language and share traditional cuisine.     
Inspection report: St Mary's Pre-School, 12 April 2018  2 of 5
What the setting needs to do to improve further   
To further improve the quality of the early years provision the provider should:
 continue to build on outdoor improvement plans to provide children with even more learning opportunities, particularly for those children who prefer to learn outdoors.
Inspection activities
 The inspector carried out a joint observation with the manager. 
 The inspector observed staff and children during play activities. 
 The inspector sampled a range of documentation, including children's records, confirmation of staff suitability, policies and procedures. 
 The inspector talked with parents, children, management and staff at appropriate times during the inspection. 
 The inspector had a tour of the pre-school premises. 
  Inspector  Julie Bright  
Inspection report: St Mary's Pre-School, 12 April 2018  3 of 5
Inspection findings
Effectiveness of the leadership and management is outstanding  
Safeguarding is effective. Management and staff have an excellent understanding of their role and responsibility in protecting children. They know the robust policies and exact procedures to follow and where to obtain support. All staff are confident in identifying and supporting children who may be at risk from harm. Children's welfare is central to all they do. Staff have worked tirelessly to satisfy previous recommendations. A sharply focused and continuous evaluation of pre-school practice and meticulous monitoring of children's progress helps to identify areas for improvement. For example, they have identified scope to develop even further literacy and numeracy opportunities outdoors to ensure that all children continue to make rapid progress. Identified staff training, including on assessment and planning, impacts exceptionally well on children's excellent outcomes.    
Quality of teaching, learning and assessment is outstanding  
High-quality teaching from all staff enhances children's enjoyment of learning. Children are eager to learn and benefit significantly from an excellent mix of adult-led and child initiated activities. For example, younger children delight in water play as they fill and explore objects that float or sink. Older children are absorbed in exploring story sacks, which they can take home. Staff incisively support children's language development with exceptional skill. For example, they identify specific words they want individual children to learn in daily targeted activities. Staff expertly use sign language and pictures to widen children's understanding. Management and staff identify any emerging differences in learning. They plan targeted, timely support to raise children's learning to the highest possible level.  
Personal development, behaviour and welfare are outstanding  
Staff are first-class role models, treating children with the utmost respect. A very effective key-person system supports children's emotional well-being extremely well. They enjoy regular fresh air in the outdoors and engage gleefully in energetic play to develop their physical skills and promote their understanding of healthy lifestyles. Children are superb problem solvers and have a secure understanding of how to keep themselves safe. They think logically and calculate manageable risk as they use wooden planks and crates to create balancing activities. Children are independent and their behaviour is exemplary.    

Outcomes for children are outstanding 
Children are incredibly well prepared for their next steps in learning, including school. They display positive attitudes and a lively passion for learning. Children are eager to investigate the world around them. They are highly effective communicators who can express their interests and needs. Younger children learn from elder peers during enthusiastic discussions at mealtimes. All children make outstanding progress.   

Inspection report: St Mary's Pre-School, 12 April 2018  4 of 5
Setting details
Unique reference number EY379776 Local authority South Gloucestershire Inspection number 1093553 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 8 - 28 Total number of places 36 Number of children on roll 68 Name of registered person St. Mary's Pre-School Limited Registered person unique reference number RP910371 Date of previous inspection 13 April 2015 Telephone number 07779 570 239
St Mary's Pre-School registered in 2008. It is situated in Yate, South Gloucestershire. The setting provides care between 9am and 3pm each weekday, during term time only. It employs 11 members of staff who hold appropriate early years qualifications at level 3 or above. One of the joint owners holds qualified teacher status and early years professional status and the other holds an early years degree. The setting receives funding to provide free early education for children aged two, three and four years.
This inspection was carried out by Ofsted 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. 
Any complaints about the inspection or the report should be made following the procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email
Inspection report: St Mary's Pre-School, 12 April 2018  5 of 5
The office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.
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