Swanmore Pre-School

Inspection of Swanmore Pre-School Church Road, Swanmore, Southampton, Hampshire SO32 2PA

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

Staff consistently help children to develop a love of reading and books. Children sit enthralled when adults read stories to them with energy and passion. Staff ask children thought-provoking questions about these stories. This helps children to think in more detail about the characters. In addition, staff support children to borrow books from the pre-school 'library'. Children talk to staff about the stories they choose, investigating the pages happily together.

p.2

The provision is good

Adults gently encourage children to solve problems. For instance, staff support children to work together to complete a variety of puzzles. They ask children to discuss the safest way to ride scooters and give children the language they need to ask for help. This develops children's critical thinking skills and builds on the secure relationships they have with staff.

p.2

The provision is good

Staff have created an inclusive learning environment for all children, including children with special educational needs and/or disabilities (SEND). For example, staff engage children's interests outside by growing plants together that are safe to touch and taste. This nurtures children's independence and curiosity. In addition, staff talk to all children about respecting the needs of others. This helps children with different strengths build positive relationships with each other.

p.2

need to do better?

n Staff provide effective support for those children who are starting school. They find creative ways to help children discuss their feelings about the move, such as by feeding their worries to a 'worry monster'. Staff work collaboratively with the schools that the children will attend. For example, they invite teachers to the setting, share detailed information with them and support children on transition mornings in their new class. Consequently, children talk confidently about their feelings and are well prepared for the move to school. n Leaders have devised a well-sequenced curriculum that targets every child's learning and development. During planned focus weeks, staff closely observe individual children to gain deeper insight into their experiences. They use this information during frequent staff meetings, to scrutinise the progress each child is making. This helps staff to adapt the curriculum so that children make

p.2

need to do better?

consistent progress in their individual areas of need. n Staff collaborate well with parents. They provide regular advice that helps parents support their children to continue to make progress at home. In addition, staff connect parents with specialist professionals to help address children's specific areas of need. As a result, parents report positively on their relationships with staff and feel that their children are making very good progress in their confidence and social skills.

p.2

need to do better?

27 June 2025 n Staff follow children's interests closely. They ask children frequent questions about what they see and do. However, on occasion, when lots of children are speaking at once, staff do not always recognise that some children miss the information they need to progress. This means that occasionally misconceptions are not identified. n Staff coordinate events in the local community, such as fundraising Easter egg hunts. Leaders also plan some exploration of different nationalities. For example, they arranged a visit from a French language speaker, and children learn about Chinese New Year and Diwali. However, staff do not consistently provide children with wide opportunities to learn about cultures and communities different to their own. This does not help children prepare for life in modern Britain. n Leaders have implemented an effective staff development system. Staff regularly attend a variety of courses to broaden their professional skills. Staff share their

p.2

need to do better?

new knowledge and skills well among the team. Leaders work together with parents, such as by inviting them to attend some training with staff. This helps to raise specialist knowledge among all adults and provide consistency of care between home and the pre-school. n Staff have high expectations for children with SEND and understand their needs well. For example, staff support children with additional needs to interact positively with their peers. Staff model calm voices, friendly body language and clear facial expressions well. As a result, children with SEND build social confidence and make good progress with their communication skills.

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 enhance staff teaching strategies to help children fully understand new learning during group activities n extend the curriculum to provide further opportunities for children to learn about cultural diversity and different communities different to their own.

p.3

Setting details

Unique reference number EY419791 Local authority Hampshire Inspection number 10399691 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.4

inspection

Total number of places 26 Number of children on roll 39 Name of registered person Swanmore Pre-School Committee

p.4

reference number

Telephone number 01489893779 Date of previous inspection 11 December 2019

p.4

Information about this early years setting

Swanmore Pre-School registered in 2010. It operates from the grounds of Swanmore Primary School in Swanmore, Hampshire. The pre-school is open from 8.30am to 3.30pm, Monday to Friday, term time only. The provider employs 10 members of staff who all hold childcare qualifications from level 2 to level 6. The pre-school receives funding for the provision of free early education for children aged two, three and four years.

p.4

Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n The inspector spoke to the children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views, including how they support children with SEND. n The inspector spoke with the nominated individual about the leadership and management of the committee. n Parents shared their views of the pre-school with the inspector.

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

27 June 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