Fledglings Pre-School

Inspection of Fledglings Pre-School Devonshire Infant School, Francis Avenue, SOUTHSEA, Hampshire PO4 0AG

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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

Children separate from their parents with ease as they happily enter this warm and welcoming pre-school. They independently find their peg to place their bag and coat on before running over to staff and friends. Children display a strong sense of belonging and show that they feel safe and secure. For example, children cuddle into staff and excitedly talk about their home life. Staff respond with a smile, showing genuine warmth and kindness.

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The provision is good

Children benefit from a fun and stimulating curriculum that meets their individual needs. Staff identify what children need to learn next and then plan a suitable range of learning experiences. Children show high levels of enthusiasm as they take off their own socks and shoes, before jumping into a sand pit. Children giggle with delight as they tell staff to cover their legs with sand as they want to be a mermaid. Staff cover their legs with sand and children laugh and say they are a mermaid. Children look at each other and compare 'mermaid tails'. Staff enthusiastically join in with the children's imaginative play and give them praise for their efforts. This helps children to develop their imagination and creativity.

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The provision is good

Staff have high expectations of children's behaviour. Staff are good role models and support children to resolve any minor conflicts swiftly. Children display kindness towards their friends. For example, they role play being a doctor and give each other 'injections to make you better'. This helps children to learn to respect each other.

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need to do better?

n There is a strong safeguarding culture in the pre-school. Leaders carry out detailed risk assessments and know how to record and report any concerns. Thorough recruitment procedures are in place to check the suitability of staff working with children. That said, those responsible for the pre-school have failed to notify Ofsted about changes to committee members within the required time frame. Nonetheless, this has minimal impact on children because committee members, who have not yet had their suitability verified, do not have any unsupervised contact with children. n Staff provide a curriculum that places the child at the centre. They understand the children in their care well and plan interesting and stimulating activities for them. For example, children take part in an activity which explores floating and sinking. Children work together to find objects. They smile as they guess whether they think the object will float or sink. Children then test out their

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need to do better?

theories and cheer when they guess correctly. This promotes children's curiosity. n Leaders review the environment regularly and adapt it accordingly to meet the needs of the children who attend. For example, they recently decorated the

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need to do better?

14 November 2024 walls in a neutral colour as some children found the previous bright walls too overwhelming. This has had a positive effect on children's behaviour. n Staff promote children's independence well. For example, they attempt to put on their own coats before going outside. However, staff do not always organise this as well as possible. This results in occasions where some children need to wait for their friends to finish getting ready, before they can go outside. As a result, some children become unsettled as they wait. n Children with special educational needs and/or disabilities (SEND) are well supported. Systems to identify where children may need support are good and staff access early help promptly. Staff work closely with parents and external professionals to monitor progress and develop clear targets. This helps children with SEND thrive during their time at pre-school. n Staff support children's diversity and individuality well. They celebrate children's

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need to do better?

home languages and support those learning to speak English as an additional language. For example, children have access to a range of story books in their home language. This helps all children to feel valued at the pre-school. n Staff say that they love working at the pre-school, and they show genuine affection for the children. Leaders place a high regard on staff training and ensure that all staff keep their knowledge up to date. Staff report that recent training on promoting communication has helped them to develop children's communication and language skills. Regular individual meetings between staff and leaders help staff to feel appreciated and valued. n Leaders carefully consider how to spend any additional funding, ensuring that it meets the needs of the children. For instance, leaders used funding to access a training programme aimed at supporting children's emotional development and resilience. This has a positive outcome on children's self-confidence and self-

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need to do better?

esteem. n Partnership with parents is strong. Staff provide daily updates on children's well- being and progress. Parents appreciate the good communication. This enables consistency in children's learning and development.

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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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Due date

14 November 2024 ensure that any changes to the registered body are notified to Ofsted within the required time frame. 13/12/2024

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should:

n develop further how staff adapt routine transitions in order to limit the amount of time children can spend waiting.

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Setting details

Unique reference number EY495412 Local authority Portsmouth Inspection number 10368016 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 Sessional day care

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inspection

Total number of places 24 Number of children on roll 30 Name of registered person Fledglings Pre-School

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reference number

Telephone number 023 9282 9921 Date of previous inspection 6 March 2019

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Information about this early years setting

Fledglings Pre-School re-registered in 2015 but first opened in 1989. It operates from a classroom within Devonshire Infant School, in Southsea, Hampshire. The pre-school is open Monday to Friday from 8.45am to 3.30pm, during term time only. Children may attend for sessions or the whole day, which includes a lunch club. The pre-school receives funding for the provision of free early education for children aged two, three and four years. Six members of staff work with children, four of whom hold a recognised childcare qualification. The manager has early years teacher status.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector carried out a joint observation of a communication and language activity with the manager. n Parents shared their views of the setting with the inspector, both in person and via written testimonials. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

14 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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