Dream Catchers Play School North End

Inspection of Dream Catchers Play School North End Parish Church Of Ascension, 118 Stubbington Avenue, Portsmouth PO2 0JG

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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 Not applicable

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The provision is good

Children gleefully say 'good morning' to their friends as they arrive. Staff offer a warm and friendly welcome. Children quickly engage in activities. For example, they enjoy exploring a toy pirate ship and talk about sailing it to Australia. Staff build kind and nurturing relationships with children. They offer cuddles and reassurance to children who are still settling in.

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The provision is good

Staff build on children's current interests as they plan exciting group learning activities. For example, they introduce dinosaurs in soil in the outside area. This aims to encourage younger children to explore their senses and interact with their friends. Children stomp the dinosaurs with joy, and staff encourage them to take turns fairly. Staff offer praise and encouragement as children confidently count to 10. Staff promote children's positive attitudes to learning.

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The provision is good

Leaders develop a curriculum that provides children with the knowledge they need for school. For example, staff regularly build on children's interest in books. Children become immersed in their favourite stories as staff read with them enthusiastically. Children use props and engage fully with the experience. Children build early literacy skills.

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need to do better?

n Staff build on children's developing language. Together they sit down at circle time and engage in conversations. Children demonstrate their knowledge as they talk about the day of the week and the month of the year. Staff encourage children's confidence as they talk about exciting occasions, such as birthdays. Children become confident communicators. n Children have plenty of opportunities to be physically active in their play. For example, they giggle with delight as they confidently use bicycles in the outdoor play area. Staff build on children's interests. They provide them with balls and they practise throwing and catching them together. Children engage excitedly with their learning. n Staff use their knowledge of children to plan activities. For example, they prepare games to support groups of children to develop counting skills. However, at times, activities are not planned accurately enough to support each child's

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need to do better?

individual stage of learning. This means that occasionally teaching does not consistently build on what children already know and can do. n Children behave well. They confidently explain the 'golden rules' that they must follow throughout the day. Staff support their understanding further by providing positive reminders. Children learn the importance of boundaries and have a clear understanding of why certain rules are in place. n Leaders implement learning activities that increase children's awareness of the

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need to do better?

18 March 2025 world around them. For example, they prepare trips where children visit aquariums and animal parks in the local community. Staff use these activities to enrich children's learning. Children benefit from a broad range of experiences. n Children learn about the importance of managing their own hygiene needs. For example, they know to wash their own hands before eating. Leaders construct an environment that intends to foster children's independence skills. However, at times, staff do not always make good use of these opportunities and they occasionally complete tasks that children could do themselves. This means that staff do not consistently build and develop children's independence skills. n Staff speak highly of the training and support they receive from leaders. They explain that they regularly engage in meaningful supervision sessions. Leaders provide staff with access to training that follows their interests and also focuses

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need to do better?

on areas they need to know more about. Staff feel valued and know their professional development is fully supported. n Parent partnerships are strong. Parents describe the good relationships they have with children's key persons and how they are kept informed about their children's progress. For example, staff provide parents with updates and involve them in children's learning, such as suggesting games to try at home.

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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 strengthen planning for children's individual stages of development to consistently build their knowledge and skills n make use of opportunities for children to further increase their independence skills.

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Setting details

Unique reference number 2726089 Local authority Portsmouth Inspection number 10392158 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Sessional day care

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inspection

Total number of places 49 Number of children on roll 49 Name of registered person Dream Catchers Childcare Ltd

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reference number

Telephone number 07368222965 Date of previous inspection Not applicable

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Information about this early years setting

Dream Catchers Play School North End registered in 2023 and is located in Portsmouth, Hampshire. The setting is open from 8am until 4pm, term time only. There are seven staff, five of whom have relevant qualifications at level 3. The setting offers government funded early education for eligible children between the ages of one and four years old.

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Inspection activities

n Leaders and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector and leaders carried out a joint observation of a group activity. 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.

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Inspection activities

18 March 2025 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

18 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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