Padnell Pre-School

Inspection of Padnell Pre-School Padnell Infant School, Padnell Avenue, Waterlooville, Hampshire PO8 8DS

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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 appear happy and settled at this warm and welcoming pre-school. Staff are friendly and nurturing. They build meaningful relationships with children. Together, children have conversations about their exciting mornings visiting their new teachers at school. Children demonstrate confidence and independence. They place their belongings away and quickly get involved with exciting activities, such as play dough and painting. Children begin to understand the importance of taking turns. They share shape cutters and scissors as they construct creatively. Children play well alongside one another.

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The provision is good

Children have countless opportunities to learn about the natural environment. Staff plan learning experiences that teach them about caring for living things. For example, children excitedly use information books to identify the insects they have found in the garden. Children calmly and intently examine a grasshopper on their hand. Together, children discuss how it is sitting very still and that it is green for camouflage. Furthermore, children demonstrate respect for creatures as they recognise that they need to return them to their 'habitats'. Children gain a wealth of vocabulary as they actively engage in learning.

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need to do better?

n Leaders do not ensure there is always a member of staff at the pre-school who holds a full and relevant paediatric first-aid qualification in line with the statutory requirements of the early years foundation stage. However, staff have retained knowledge of how to respond to an emergency. They have booked on to an appropriate course to update their knowledge and obtain valid qualifications. To date, this has not had an impact on the safety or well-being of children. n Leaders have adopted a curriculum that prepares children with the skills they need for their future education. They place a strong focus on children's personal development as a foundation for what they plan to teach. For example, they intend for children to develop a high level of understanding of their unique sense of self and individual character. Children talk with excitement about what they have learned. They discuss keeping their teeth healthy and use words such as

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need to do better?

enamel and plaque. Children also joyfully join in with games of matching healthy food and foods that can be considered a treat. Children demonstrate what they know as they learn about healthy lifestyles. n Staff use assessment to monitor how children are progressing and plan for their next steps in learning. Staff involve parents in this process. For example, they invite them into pre-school to discuss children's development and offer suggestions for how to extend children's learning at home further. Children's progress is well supported through positive partnerships with parents. n Leaders have high expectations for children's behaviour. They have created clear

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need to do better?

2 July 2025 'pre-school manners' with children. Staff occasionally introduce these expectations to children. However, this is not a consistent practice. For example, staff do not regularly promote these expectations during interactions or fully explain why they are in place. This means that, occasionally, children do not consistently understand why certain expectations are in place and, at times, do not follow them. n Staff regularly encourage children to carry out tasks for themselves. For example, children put on aprons for painting activities and confidently pour their own drinks at snack time. Furthermore, children carefully consider how to arrange their outside obstacle course. They move equipment and carefully consider risks with staff who support them as they make decisions. Children build strong independence skills and develop an understanding of personal safety. n Leaders work closely with other professionals involved in children's care. For

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need to do better?

example, where children have special educational needs and/or disabilities, staff work with speech and language therapists and local paediatric teams. Together, staff implement collaborative plans, such as focusing on the use of visual aids to extend children's vocabulary. This shared approach to learning supports children to achieve the best outcomes.

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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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Due date

ensure a member of staff with a full and relevant paediatric first-aid qualification is on the premises and available at all times when children are present. 18/07/2025

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should:

n deliver information about behavioural expectations consistently to children to increase their understanding of why they are in place.

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Setting details

Unique reference number EY437909 Local authority Hampshire Inspection number 10399469 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 30 Number of children on roll 49 Name of registered person Padnell Pre-School

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reference number

Telephone number 02392 253758 Date of previous inspection 3 December 2019

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Information about this early years setting

Padnell Pre-School originally opened in 1971 and re-registered in 2011. It is in the grounds of Padnell Infant School, Cowplain, Hampshire. The pre-school is open from Monday to Friday, term time only, from 8.50am to 2.55pm. The pre-school receives funding for the provision of free early education for children aged two, three and four years. There are eight staff employed to work with the children, of whom two are managers. One of the managers is qualified to level 5, and the other has early years teacher status. There are five members of staff who hold early years qualifications at level 3 and one staff member with an early years qualification at level 2.

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Inspection activities

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 told the inspector about their friends and what they like to do when they are at pre-school. 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 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

2 July 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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