Peter Pan Nursery

Peter Pan Nursery St Johns Church Hall, 353 Bromley Road, Catford, London, SE6 2RP

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Inspection date

Previous inspection date 3 May 2017 2 June 2015

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The manager establishes close relationships with parents and professionals to help support children who have special educational needs and/or disabilities. The manager monitors children's progress regularly, which helps to identify concerns, and plans effectively to close gaps in learning. All children make good progress.  Staff support children well to build on their understanding of how things grow. For example, children eagerly examine the cress seeds. They build on their creativity, for instance, they use their imagination to draw worms and grass.  The manager and staff ensure a smooth transfer for children who move to school and share information effectively. They establish close links with other settings that children attend. This helps to support a joint approach to children's learning.  Staff teach children to learn to use resources and equipment appropriately, such as when they play with sand. They provide opportunities for children to take

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This provision is good

responsibilities appropriate for their age. For example, they learn to tidy up sand from the floor. This helps support them to build on their independence.

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It is not yet outstanding because:

 Staff miss some opportunities to encourage all children, including those who are reluctant to participate, to contribute to group activities.  Staff do not plan the organisation of routines well enough to help to minimise the occasional waiting time for children between activities.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 consider further ways to encourage all children to contribute to group activities  seek to minimise occasional interruptions to children's learning.

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Inspection activities

 The inspector observed children and their interactions with staff.  The inspector viewed a sample of documents, including children's learning records.  The inspector conducted a joint observation with the manager.  The inspector took account of the views of staff, parents and children.  The inspector held discussions with the manager and staff at appropriate times.

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Effectiveness of the leadership and management is good

The manager reflects well on her practice and plans well for improvements. For instance, since the previous inspection, staff have increased opportunities for children to build on their early literacy skills. Partnerships with parents are strong and all families feel welcome at this inclusive setting. For example, the manager invites parents to join in celebrations and go on outings. She encourages parents' participation in children's learning, such as reading to them at home. Safeguarding is effective. Staff understand their responsibility to prevent children from being drawn towards extreme behaviours and they know how to refer child protection issues. Staff deploy themselves well to meet children's needs effectively. The manager supervises staff regularly and they use their knowledge and skills well, for instance, to complete effective assessments of children aged two years.

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Quality of teaching, learning and assessment is good

Staff provide opportunities for children to learn to use mathematical language, such as full and empty. They introduce young children to simple counting, for instance, as they scoop sand and fill buckets. These activities help children to build on their early mathematical development. Staff sing songs to children and encourage them to act out experiences, such as being speckled frogs. This helps to stimulate children's enjoyment in creative activities. Young children learn to cooperate with routines, such as lining up to go outside. Staff help children learn to use speech to connect ideas, which helps them to build on their communication and language skills. For instance, when they queue up to go outside they identify that the line looks like a long snake.

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Personal development, behaviour and welfare are good

Children build on their independence, for example, they learn to cut bananas and peel satsumas in preparation for snack time. Staff provide them with regular opportunities to exercise in fresh air, which helps children to develop a healthy lifestyle. Children build confidence in their abilities and develop a positive sense of themselves. For instance, when they successfully take a few steps on the stilts, they exclaim, 'I am doing it' and staff praise them for their efforts. Staff teach children to share and take turns with each other, for instance, as they play board games. This helps them to build on their social skills. Children behave well and develop positive relationships with each other.

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Outcomes for children are good

Young children build close relationships with their key person, which contributes to their positive emotional well-being. Older children learn to use language relating to time, which helps to support their mathematical development. For instance, they state, 'April is finished and now it is May'. Children make good progress towards next stages in their learning and are prepared well for their move to school.

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Setting details

Unique reference number 129105 Local authority Lewisham Inspection number 1089397 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 38 Number of children on roll 32 Name of registered person Peter Pan Nursery Committee

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reference number

Date of previous inspection 2 June 2015 Telephone number 020 8695 0082

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reference number

Peter Pan Nursery registered in 2001. The nursery is open Monday to Friday from 9.15am to 12.15pm, during term time only. The nursery receives funding for free early education for children aged two, three and four years. All staff hold an early years qualification. Of these five, hold childcare qualifications at level 3.

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reference number

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.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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