Peter Pan Pre-School

Inspection of Peter Pan Pre-School Methodist Church Hall, Station Road, PETERSFIELD, Hampshire GU32 3EB

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Overall effectiveness Good

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

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The provision is good

Staff warmly welcome parents at the door. Children separate from their parents and confidently enter the provision. Staff know the children well and offer good assurances that help them feel safe. As a result, children settle quickly and form strong friendships with their peers.

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The provision is good

Staff plan a broad and balanced curriculum that supports children's learning well. For instance, they promote children's communication and language development through singing, reading stories and small-group activities. Children access a wide range of books and share stories with adults. This helps to build children's vocabulary and promotes their listening and attention skills.

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The provision is good

Children's personal, social and emotional needs are supported well. For instance, children have opportunities to practise mindfulness and to listen to music, which helps with self-regulation. Furthermore, staff are quick to identify when children are finding it difficult to regulate their emotions. They have created a calm space for children to use should they feel overwhelmed.

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The provision is good

Leaders provide opportunities for children to get involved in local community events. For example, children and their families donate to their local food bank and bake biscuits to share at coffee mornings. As a result, children learn ways in which to contribute positively to society.

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need to do better?

n Children take part in engaging activities that stimulate their curiosity and interest. For example, staff set up a sensory tray, where children experiment with mathematical concepts. They test out their ideas as they add lemon slices to the containers to make them overflow with water. Additionally, children make predictions as they add teabags to the water. Staff skilfully introduce new vocabulary, such as 'infuse' and 'sour', that enhances learning further. n Children's physical development is promoted well. Staff provide a variety of opportunities for children to strengthen their core muscles during climbing and balancing activities. For instance, children learn about rhythm and coordination while moving their bodies to music. All children, including those in receipt of funding and those in need of specific support, make good progress. n Overall, staff ensure that children know the routines of the provision well.

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need to do better?

Children respond positively to staff's instructions to get ready for mealtimes and find their seats at the table. However, during key transition times, such as snack time, staff do not always provide children with enough direction to engage them fully. As a result, at times, children do not know what comes next in their routine, and this impacts on their focus and behaviour.

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need to do better?

6 November 2024 n Children develop useful skills for future learning. For example, staff competently develop children's concentration during group activities, such as story times. Children are eager to join in with parts of the story they know. Staff build on children's interest in books to extend their future learning. For example, children create their own play dough creatures after listening to a story about a caterpillar. n Leaders and staff work together to support all children, including those with special educational needs and/or disabilities (SEND). They monitor children's progress closely and plan specific activities to support their development. Furthermore, staff collaborate with parents and healthcare professionals to develop targeted and effective individual plans. This means that children benefit from a shared approach to their learning. n Leaders monitor and support staff's well-being and training needs. They

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need to do better?

regularly observe staff's practice, act as role models and support staff to continually improve their professional development. However, leaders do not always monitor closely enough to make sure that all staff are consistent in supporting children's overall progress. Consequently, there are times when children are not fully challenged in their learning and development. n Parents speak highly of the provision and say that children enjoy attending. Parents are kept informed about important information, such as who their child's key person is. Staff ensure that they get to know the children well, and they provide specific support when needed so that children continue to make good progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review and improve daily routines and staff deployment more efficiently so that children do not become unsettled during these times n enhance coaching, mentoring and support for staff to enable them to consistently support children in the next stage of their learning.

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Setting details

Unique reference number 109793 Local authority Hampshire Inspection number 10364089 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

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inspection

Total number of places 30 Number of children on roll 30

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Name of registered person

Allyson Watts and Ruth Edbrooke-Stainer Partnership

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reference number

Telephone number 07851013312 Date of previous inspection 24 January 2019

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Information about this early years setting

Peter Pan Pre-School registered in 2000. It is located in Petersfield, Hampshire. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four years. The pre-school is open term time only on Monday to Thursday, between 7.15am and 3pm. It is closed on Fridays. There are five members of staff who work directly with the children, including the manager. Three staff hold a relevant early years qualification at level 3.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. n The inspector and the manager carried out a joint observation of a science activity. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

6 November 2024 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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