Peter Pan Pre-School

Inspection of Peter Pan Pre-School Methodist Church, Winchester Road, Chandler's Ford, Eastleigh, Hampshire SO53 2GJ

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Overall effectiveness Inadequate

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

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The provision is inadequate

Weaknesses in leadership and management affect children's safety and well-being. Leaders do not do enough to ensure that the premises remain secure at all times. Although risk assessments are completed, when issues such as unlocked doors that lead to public spaces are identified, swift action is not taken. This does not safeguard children or promote their personal development.

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The provision is inadequate

Despite this, children arrive happily and enjoy their time at pre-school. They benefit from the warm and welcoming environment that the staff team provide. Staff tailor settling-in procedures to meet each child's individual needs. This supports children to develop strong trusting bonds with staff to help them feel safe, secure and confident. For instance, children confidently talk to staff about what they have been doing at home and go to them for cuddles and reassurance as needed. This supports children's emotional well-being.

p.2

The provision is inadequate

Staff are enthusiastic and engage children in their chosen activities, supporting and extending their learning. For example, they support children to count and recognise numbers up to 10 during their play. Staff extend this mathematical learning by supporting children to learn about one more and one less, such as when building towers with the bricks. Children enjoy looking at books, listening to stories and joining in with familiar songs throughout the day. This supports children to make good progress.

p.2

The provision is inadequate

Staff teach the children how to behave well. They support them to learn how to share and take turns. For instance, children patiently wait their turn to have a go on the bicycles in the garden. They are actively involved in keeping their environment safe and tidy. For example, when taking part in activities, children know to tidy up after themselves and sweep up resources from the floor.

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need to do better?

n Risk assessments are not always effective. Although staff complete daily risk assessments and identify risks, leaders do not ensure the area is secure. For instance, they do not have effective procedures in place to manage the security of the area they use. This demonstrates significant weaknesses in assessing and managing risks, as strangers could gain access to the pre-school room. This compromises children's safety. n Despite this, leaders and staff have worked hard to successfully address the actions raised at the last inspection. For example, all staff have attended safeguarding training and have a good understanding of the procedures to follow should they have a concern about a child's well-being. Leaders ensure that oversight and support is in place for staff, including those who are new to

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need to do better?

26 November 2024 their roles. For instance, staff have regular supervisions and well-being meetings. Furthermore, they have put a clear recruitment and induction process in place, that includes ongoing suitability checks. n The provider has recently introduced a new curriculum that ensures children gain the essential skills needed for their future learning. Leaders fully understand what it is that they want children to learn. However, aspects of the curriculum are not completely embedded. Some staff are less confident in their understanding of the overarching curriculum intent. For example, on occasion activities are not precisely focused to support children to make even better progress. This does not consistently support children's learning and development. n Staff support children's communication and language development well. They engage children in back-and-forth conversations when they are playing. For

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need to do better?

instance, staff talk to children asking questions about what they are building and discuss being a builder. Children demonstrate their growing vocabulary as they confidently share their thoughts and ideas with each other and the staff. For example, they talk about the cakes they are making with the play dough, the ingredients they have used and how long they will bake their cakes for. n There is good provision for children with special educational needs and/or disabilities (SEND). Staff work closely with parents and other professionals to put in place swift interventions when they identify children need additional support. The provider uses additional funding that children are entitled to effectively. For instance, they provide children with one-to-one support as they need it. Staff use shared strategies to target areas of learning, so that children with SEND make good progress alongside their friends.

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need to do better?

n Partnership with parents is effective. Staff know their key children well and can discuss their interests, progress and next steps with confidence. They regularly share this information with parents, for example, through daily conversations, termly reports and parent meetings. In addition, staff share ideas and strategies to help parents to support children's learning at home. This supports children's learning and development. n Staff support children to learn about keeping themselves healthy. For instance, at snack time, staff encourage children to select their snack and talk about healthy eating. Children learn about hygiene, such as washing their hands before mealtimes. n Staff seek information from parents about languages spoken at home and their cultural heritage. They support children to learn about similarities and differences to promote their understanding of equality and diversity. For example, they take part in activities for a range of festivals that are special to

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need to do better?

the children. This contributes towards valuing what makes children unique.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

implement effective risk assessments to ensure that all areas children have access to are safe and secure. 10/12/2024

p.4

should:

n build on staff's knowledge of the curriculum intent, so they are clear about the skills and knowledge they want children to gain during their time at pre-school.

p.4

Setting details

Unique reference number EY433855 Local authority Hampshire Inspection number 10360762 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 52 Number of children on roll 34 Name of registered person Peter Pan Pre-School Committee

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reference number

Telephone number 02380 271536 Date of previous inspection 4 July 2024

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Information about this early years setting

Peter Pan Pre-School opened in 1969 and re-registered in 2011. They operate from 9am to 3pm, Monday to Friday term time only. They are in receipt of funding for the provision of free early education to children aged two, three and four years. There are 12 members of staff, nine of whom are qualified at level 3.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager and inspector completed a learning walk together of all areas of the pre-school 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 observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the deputy manager carried out a joint observation of an activity. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

26 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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