Drayton Daisychain Preschool

Inspection of Drayton Daisychain Preschool Drayton United Church, 282 Havant Road, Drayton, PORTSMOUTH PO6 1PA

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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 joyfully greet their friends as they arrive. They are welcomed warmly by friendly staff. Children are excited to talk about what they have been doing at pre- school. They discuss the different characters they are dressing up as in their nativity. Children show close relationships with staff. Together, they sit and read their favourite books. Children feel safe and secure at this nurturing pre-school.

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The provision is good

Expectations for children's behaviour are implemented fairly and consistently. Children quickly understand rules such as 'walking feet' and 'kind hands'. Older children begin to use tools, such as sand timers, to help them take turns with their friends. Children demonstrate high levels of respect for those around them.

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The provision is good

Leaders plan a curriculum that prepares children for the next stage in their education. For example, children are immersed in a language-rich environment. They enjoy activities such as sensory play with shaving foam. Staff extend children's language by providing them with descriptive words, such as 'soft' and 'fluffy'. Children demonstrate what they have learned previously. They compare the foam to 'cold ice' and 'cotton wool'. Children receive a broad set of experiences that secure their knowledge.

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need to do better?

n Staff provide children with plenty of opportunities to enjoy a wide range of books. Children happily look at books independently or find a comfy corner to share a story with friends. Staff also frequently engage children in non-fiction texts. They talk together about factual information they can gain from books. Children are supported to develop a love of reading and print. n Children have ample support for the development of their physical skills. Staff set up exciting obstacle courses to encourage children to climb and jump. Children excitedly learn to use scooters and pedal small bicycles. Staff support children to learn about risk. Children engage in their learning as they try hard to balance on stumps of wood. Attitudes to learning are positive. n Overall, interactions are meaningful and staff know what they want children to learn. However, occasionally, staff knowledge of stages of development for

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need to do better?

younger children's learning is less strong. Consequently, at times, activities and interactions are not consistently adapted to fully support age-appropriate learning. n Staff support children to develop a good understanding of self-care. Changing routines are managed respectfully. For example, staff sensitively ask children if they can change their nappy. They sing children's favourite nursery rhymes with them throughout to support their emotional security. Furthermore, older children consistently build on their independence skills. For example, children clear their

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need to do better?

12 December 2024 plates and cups away at snack time and manage their hygiene routines by themselves. Staff offer them praise and encouragement in recognition of their achievements. Personal development is supported well. n Children have experiences that teach them about their local community. For example, they visit the nearby church to learn about different festivals, such as harvest. Staff also plan activities with older local residents and community groups. They do this to teach children about similarities and differences between themselves and others. Through activities such as these, children gain a broader understanding of the world they live in. n Leaders work closely with other professionals involved in the children's care. For example, when children need support from a speech and language therapist, they collaborate closely. Staff and professionals prepare plans and implement appropriate joint strategies effectively. Through this, children benefit from a

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need to do better?

shared approach to their education. n Parents explain that they feel well informed about their children's time at pre- school. They discuss that staff know their children well and explain their progress in detail. Staff regularly provide parents with information to support children's learning at home. For example, children have book bags to take books home regularly to read together. Parent partnerships are strong.

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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 support staff to further develop age-appropriate learning interactions with younger children.

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Setting details

Unique reference number 143461 Local authority Portsmouth Inspection number 10372503 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 27 Name of registered person Drayton Daisychain Preschool Committee

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reference number

Telephone number 07862 718196 Date of previous inspection 24 April 2019

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Information about this early years setting

Drayton Daisychain Preschool registered in 1984. It is a registered charity and is run by a committee. It operates within Drayton United Church, in Portsmouth, Hampshire. The pre-school is open during school term times, on Mondays to Thursdays from 8am until 3pm and on Fridays from 8am until midday. The pre- school provides government funded places for eligible children between the ages of one and four years. There are five members of staff, four of whom have relevant qualifications between level 3 and level 6.

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Inspection activities

n Leaders and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Staff spoke to the inspector during the inspection. 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 leaders carried out a joint observation of a communication and language activity. n Parents shared their views of the pre-school with the inspector.

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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 December 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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