Peter Pan Playgroup

Inspection of Peter Pan Playgroup Copthorne Village Hall, Copthorne, Crawley, West Sussex RH10 3RE

p.1

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

p.1

The provision is good

Children arrive to a warm welcome from staff, who build strong relationships with children and their parents. Staff ask parents to share information with them that might be important to a child's day. They use this information when planning activities for each child. This helps children to remain stimulated in their play and learning. Staff respond to children's needs, and this helps children to feel safe and secure at the playgroup. Children behave very well, and staff are positive role models. They are kind, loving and gentle. Staff use positive approaches in order for children to learn how to understand their feelings and emotions. Children who struggle with their feelings are given extra resources and strategies, which support them to begin to regulate how they are feeling.

p.2

The provision is good

Staff fully prepare children for changes during the day, such as getting ready to go outside or sitting down for lunchtime. Children quickly learn about the routines. They anticipate what will happen next. This supports children's well-being effectively, particularly younger children, children who are new to the playgroup and children with special educational needs and/or disabilities (SEND). Staff encourage children to be independent. For example, children find their own names in the morning and put away their belongings. Older children are given extra responsibilities, such as being a helper at lunchtime. They beam with pride when staff praise them for being so helpful.

p.2

need to do better?

n Leaders have high expectations for every child to do well in their learning and be prepared for the next stage in their education. They have highlighted that supporting children's communication is a priority at the playgroup. Consequently, activities that are rich in language are weaved throughout their broad and balanced curriculum. For example, staff use books and stories to engage children in discussions. They give time for children to respond with their own opinions and ideas. Children independently access books and sit with their friends. They talk about their favourite characters. Opportunities such as these strongly support children's imagination, love of books and their emerging vocabulary. n Staff work hard to identify the children's current interests and existing knowledge. They know what children need to learn next. All children, including children who speak English as an additional language and children with SEND,

p.2

need to do better?

are supported well in their learning overall. However, on occasion, although staff are aware of a child's next steps, they do not consistently provide the opportunities individual children need to gain the skills that staff have identified. This does not fully support all children to progress as quickly as they could. n Staff engage in playful interactions with children and encourage them to ask

p.2

need to do better?

14 January 2025 questions and contribute their own ideas during discussions and interactions. Children demonstrate high levels of curiosity as they engage in a wide variety of exciting activities that staff have planned for them. Children's enjoyment and engagement during activities is high. However, there are times when staff move away from activities and children do not have an adult to further extend their learning. n Staff plan activities to support children's physical development skills well. Children demonstrate how keen they are to play outside on ride-on toys. They use large spoons to carefully transport water and tea leaves between containers. Children are shown how to use knives and scissors correctly. They learn how to manipulate soft dough, rolling it and squashing it between their fingers. Staff are aware that building up strength in the hand muscles helps children to develop the ability for writing in the future.

p.2

need to do better?

n Communication with other professionals, such as school staff and external therapists, is strong. Leaders understand the importance of timely referrals to provide targeted support for children who need it most. Any additional funding is used wisely to close the gaps in children's experiences and learning. Parents provide extremely strong feedback on the positive impact the leaders and staff have had on their families. Staff report that their well-being is high and that the playgroup is a 'rewarding and wonderful place to work'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n strengthen staff's understanding of how to plan more precisely to support children's individual learning needs n build on staff's skills further to help them use their interactions with children to more consistently extend their learning.

p.3

Setting details

Unique reference number 113640 Local authority West Sussex Inspection number 10376051 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.4

inspection

Total number of places 26 Number of children on roll 44 Name of registered person Peter Pan Playgroup Committee

p.4

reference number

Telephone number 07745 255501 Date of previous inspection 15 May 2019

p.4

Information about this early years setting

Peter Pan Playgroup registered in 1993 and is located in Copthorne, Crawley. It is open Monday to Friday, from 9am until 3.15pm, during term time only. The playgroup provides government funded early education places for children aged from two to four years. It employs seven staff; all of whom hold relevant childcare qualifications at level 3.

p.4

Inspection activities

n The inspector held meetings with the playgroup manager and discussed how the curriculum is organised. n The inspector observed the quality of teaching and education and assessed the impact this has on children's learning. n Parents spoke with the inspector to share their views on the quality of the provision. They also left written comments, which were taken into account. n The inspector spoke with staff and engaged with children at appropriate times during the inspection. n The inspector checked the required documents, such as staff's suitability to work with children.

p.5

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.

p.5

Inspection activities

14 January 2025 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6