Little Flyers Pre-School

Inspection of Little Flyers Pre-School Middle Road, Sway, Lymington, Hampshire SO41 6BB

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

Children are happy while attending the setting. They enjoy playing alongside each other with a range of resources, although these do not always captivate children's interests. For example, staff have set up a role-play hairdresser's that children did not use during the inspection. Staff do not understand children's individual learning needs or plan successfully for them. They show kindness and consideration towards children. However, they do not have high expectations of what they can achieve and so outcomes for children are poor. Children generally behave well, although, at times, some display low-level disruptive behaviours because they are not sufficiently engaged in activities. Children do show each other respect and there are instances where they demonstrate an understanding of sharing and the associated rules. For example, the inspector observed two children using a sand timer to share a toy for equal time. The new supervisor has made changes to the

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The provision is inadequate

setting that have had a positive impact on staff and children's enjoyment of attending. Parents shared positive views of the improvements and their satisfaction with the setting. However, weaknesses in safeguarding, including the failure to complete robust suitability checks on staff, monitor children's internet use and ensure children's good health, compromise their safety.

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need to do better?

n Staff do not demonstrate an effective understanding of how children learn or plan well for their individual learning needs. Children play on their own without purposeful interaction from staff. Children's learning is incidental and this lack of effective support does not help them to make good progress. n The supervisor does not ensure that priorities for improvement, such as gaps in children's communication skills, are well planned for. n Children do not consistently benefit from effective interactions with staff. For example, there are long periods of time when children with specific needs play without effective engagement from staff. Children do not have sufficient opportunities to develop their own ideas, including building on what they know, to enhance their play. n The inspector observed children moving from one activity to another, unable to sustain their concentration for any length of time. Staff do not help children

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need to do better?

investigate or explore concepts past their first attempt. For example, when children were investigating whether a leaf floats or sinks, staff made no further attempts to build on this. n Children do not develop independence skills as rapidly as they could. For example, staff provide a high level of support for children to undertake basic tasks, such as blowing their nose and doing up their coat. n Staff do not suitably challenge or stimulate children. Children have few opportunities to develop their resilience, as activities do not offer the chance to

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need to do better?

12 November 2019 take or explore risk. As a result, children's attitudes to, and engagement with, learning is poor. n The committee does not have robust oversight of the setting. It has failed to ensure the new supervisor has support in her role to fully understand what is expected of her. Staff, including the supervisor, do not benefit from good-quality training or development to improve their teaching skills. n The supervisor does not understand the features of high-quality teaching. This has a significant impact on her ability to identify areas of weak practice and effectively plan to tackle them. n Parents are positive about the setting and shared their experiences with the inspector. However, due to weaknesses in assessment procedures, staff do not provide parents with information to support their child's learning at home. n The setting has established good connections with local community. For example, it regularly visits a local group for older residents. However, there is no

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need to do better?

clear learning intention and staff do not make the most of this opportunity to build on children's learning. n Staff do not understand children's need for lifesaving medicines well enough. They do not always obtain prior written permission to administer medication or know how to support a child in a medical emergency.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Staff have a basic understanding of the procedures to follow if they have a concern about a child. The designated safeguarding lead accesses training and shares up- to-date information with other staff. However, arrangements for safeguarding, including recruitment processes, are ineffective. The committee does not have robust recruitment and vetting procedures in place. References from prior employers are not obtained before staff join the setting. Staff do not support children's understanding of internet safety or make appropriate arrangements while children are at the setting. For example, children are able to access public websites on tablet devices, unsupervised.

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Due date

obtain prior written permission from parents to administer medication and ensure staff are trained to support children who have medical needs 20/12/2019

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Due date

12 November 2019 ensure robust recruitment and vetting procedures are followed to assure the suitability of adults working on the premises 20/12/2019

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Due date

ensure that children are able to use technology in a way that effectively protects them, particularly the use of wifi-connected devices 20/12/2019

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Due date

implement effective supervision that precisely identifies how staff can improve their teaching 20/12/2019

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Due date

accurately identify individual next steps for children that fully support them on to their next stage of learning, particularly where they have additional needs. 20/12/2019

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Setting details

Unique reference number 109842 Local authority Hampshire Inspection number 10063161 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 to 4 Total number of places 14 Number of children on roll 22 Name of registered person Little Flyers Pre-School Committee

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reference number

Telephone number 07789121675 Date of previous inspection 18 November 2015

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Information about this early years setting

Little Flyers Pre-School registered in 1970 and is managed by a voluntary committee. The pre-school operates from a dedicated room in Sway Village Hall in the Sway area of Hampshire. It is open each weekday from 8am to 5pm, during term times. It also provides holiday provision, dependent on demand. The pre- school accepts funding for the provision of free early education for children aged two, three and four years. It employs five members of staff, four of whom hold an appropriate early years qualification at level 3.

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Inspection activities

n The inspector observed a range of activities across the setting, indoors and outdoors. n The inspector met with the supervisor and discussed the impact of teaching on children's learning. n The inspector spoke with parents and reviewed children's development records. n The inspector reviewed a range of children's records and planning documents, policies and procedures, evidence of staff suitability and other relevant documentation.

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Inspection activities

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.

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Inspection activities

12 November 2019 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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