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 Good

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

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The provision is good

Children arrive happily and separate from their parents with ease. Staff greet them warmly and lead them to the self-registration board to add their names. Children join their friends in the play area where they access a range of resources set up for them to explore. This helps to build on their attachment and sense of belonging.

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The provision is good

Staff provide a curriculum that is based on children's developmental needs and interests. They use information from settling-in visits to assess children's starting points and help plan an effective curriculum. Staff know the children well and respond to their individual requirements. This includes children with special educational needs and/or disabilities (SEND) and children with English as an additional language.

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The provision is good

Staff support children's physical development well. They set up a variety of activities for children to practise and fine tune their skills. For example, children enjoy riding on the bicycles in the outside play area. Staff encourage children to use tweezers to sort the different-coloured rubber creatures. This helps to develop children's large and small motor skills.

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The provision is good

Children develop good social skills. Staff support them well to understand expected behaviour. For example, children learn to share, take turns and collaborate as they play. Children are kind and courteous towards their friends. All children make good progress from their starting points.

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need to do better?

n Since the last inspection, the provider has taken action to make improvements. This includes working with the local authority to improve the curriculum implementation and provide children with positive learning experiences. In addition, staff have developed a secure knowledge and understanding of safeguarding matters. This has a positive impact on the quality of the provision. n The manager deploys staff effectively to support children's learning and development. Staff report their well-being is good. They comment that they feel supported in their roles. Staff receive supervision to discuss children's needs and their own professional development. There is a commitment to further training. This helps to ensure that staff are familiar with the latest information and updates regarding early years. n Partnerships with parents are positive, and information-sharing is effective. For example, staff gather details from parents about their child when they start.

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need to do better?

They give daily handovers to parents, covering what the children have been doing during the sessions. They also provide regular feedback through newsletters and termly reports about the children's progress. They give

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need to do better?

7 March 2025 information and ideas for parents to further support their children's learning and development at home. n Staff form good relationships with the local schools. For example, they attend events to familiarise children with the different environments, and headteachers visit the setting. This helps to support children with transitions. Staff also work in partnership with other settings children attend. This helps to develop a shared approach to children's care and learning. n Staff support children with SEND well. They attend training to ensure that their knowledge is current. Regular monitoring and discussions help to ensure that children's individual next steps are appropriate. Staff work well with other agencies. This helps to ensure that children have their needs identified at the earliest opportunity and make progress in their development. n Staff remind children to wash their hands before snack and after using the toilet.

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need to do better?

Children confidently help themselves to fruit. They choose from a mini milk carton or their own water bottle. This helps children to understand the importance of good hygiene and healthy lifestyles. n Staff provide a range of materials to encourage children to focus and concentrate. For example, children work together to build the toy bricks that are provided into a high tower. They comment excitedly that it is as 'tall as them' and laugh together as their building collapses. They show perseverance as they start all over again. n There are clear routines throughout the day. However, at story time, staff sit all children down, which creates a large group. Some children struggle to engage and do not show enjoyment in the story.

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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 improve the less effective elements of the daily routine to better support children to engage in story times.

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Setting details

Unique reference number EY433855 Local authority Hampshire Inspection number 10379222 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 52 Number of children on roll 41 Name of registered person Peter Pan Pre-School Committee

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reference number

Telephone number 02380 271536 Date of previous inspection 26 November 2024

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Information about this early years setting

Peter Pan Pre-School opened in 1969 and re-registered in 2011. It operates from 9am to 3pm, Monday to Friday, term-time only. The pre-school is in receipt of funding for the provision of free early education to children aged two, three and four years. There are 13 members of childcare staff. Of whom, 10 are qualified at level 3 and above.

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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 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 Parents shared their views of the setting with the inspector. 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

7 March 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.

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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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