Copythorne Pre-School

Inspection of Copythorne Pre-School Copythorne Parish Hall, Pollards Moor Road, Copythorne, SOUTHAMPTON SO40 2NZ

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Overall effectiveness Requires improvement

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

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The provision requires improvement

Children confidently enter the setting on arrival. They receive a warm greeting from kind and nurturing staff. This helps them to feel safe and secure, enabling them to separate from their parents and carers with ease. Staff swiftly support children to follow morning routines, such as self-registering their attendance and putting away their belongings. These consistent routines help children to develop a sense of responsibility and understanding of daily procedures.

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The provision requires improvement

However, although leaders understand what they want children to know and be able to do, the quality of education is variable. Staff do not consistently ensure that they deliver a well-planned and engaging curriculum that meets all children's needs. Children frequently lose interest and wander around without purpose. This means that children's progress is limited at these times. Despite this, leaders are aware of the inconsistencies in staff's practice and are putting measures in place to raise the quality in education.

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The provision requires improvement

Children develop a sense of belonging within the setting. Overall, children form positive relationships with each other. They enjoy interacting with their friends and generally play well alongside each other. However, at times, staff do not consistently provide children with clear and consistent messages when unwanted behaviour occurs. This means that children do not always understand what is expected of them or know how to effectively manage their feelings and behaviour.

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need to do better?

n Leaders are clear about their intentions for children's learning and development. They gather children's starting points in development from parents. Staff use this information, alongside their own observations, to identify children's next steps in learning. However, staff do not consistently extend children's knowledge and skills through well-planned activities that build on their ages and stages of development. For example, some activities do not extend older children's learning, and some are not closely tailored to the developmental needs of younger children. This means that at times, children are not fully engaged or supported to make consistent progress. n Although staff model respectful behaviour, they do not consistently reinforce rules and boundaries during children's unwanted behaviour. At times, this leads to children becoming increasingly disruptive and unsettled. For instance, at times, children throw toys, which results in them breaking and becoming unsafe

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need to do better?

for use. Furthermore, on occasion, children squabble over resources, say 'no' and run away when asked to follow expected routines. This does not fully support children to gain an understanding of the impact of their behaviour on others and know what is expected of them.

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need to do better?

17 September 2025 n Staff support children to develop skills in independence, as they learn to do things for themselves. For instance, they provide a tissue station and encourage children to wipe their noses and place the used tissues in a bin. Staff consistently remind children to wash and dry their hands, and collect their lunch boxes and drink bottles during snack routines. n Children benefit from an outdoor play area. Staff encourage them to use their imaginations and experiment with movement while playing on a large pirate ship. Additionally, they have access to indoor apparatus which promotes balancing and sliding. However, staff do not consistently extend children's awareness of how to keep themselves safe. For example, at times, children jump from the highest point on the pirate ship and slide headfirst down the slide. This does not fully support children to understand and manage risks safely.

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need to do better?

n Staff are committed to supporting children's communication and language skills. Children participate in activities designed to enable them to experiment with language. For example, during group time, children repeat phrases from stories and sing familiar songs. Furthermore, staff incorporate training and resources, to identify and further support children's language skills. n Leaders ensure that staff have annual appraisals. Staff attend mandatory training linked to legislation and complete some additional training, such as managing allergies and anaphylaxis. However, they do not precisely support their professional development to improve the quality of education. Despite this, leaders have identified training to further support staff to manage children's behaviour. This demonstrates their capacity for improvement and commitment to raising standards. n Staff share information with parents. They ensure that parents receive regular

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need to do better?

updates about their children's progress and care. This helps parents to feel included in their children's learning.

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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

17 September 2025 develop and implement an ambitious and well-sequenced curriculum that focuses effectively on what each child needs to learn next and their ages and stages of development 29/10/2025

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Due date

provide children with clear and consistent messages to help them understand expectations for their behaviour and the consequences of their actions on others 29/10/2025

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Due date

ensure that training for staff actively contributes to raising the quality of education and staff's confidence in delivering the curriculum. 29/10/2025

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should:

n strengthen the approach to guiding children's sense of responsibility and understanding of how to keep themselves and others safe.

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Setting details

Unique reference number 110114 Local authority Hampshire Inspection number 10407581 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 30 Number of children on roll 15 Name of registered person Copythorne Preschool Playgroup Committee

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reference number

Telephone number 02380812478 Date of previous inspection 14 January 2020

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Information about this early years setting

Copythorne Pre-School is situated in Copythorne, near Southampton, Hampshire. The setting is run by a voluntary management committee and is open during term time, from 8.30am to midday on Monday, and from 8.30am to 3pm on Tuesday to Friday. There are four members of staff, who all hold relevant qualifications at level 3. The setting provides government funded childcare.

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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 children to learn. n The 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 The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The manager and the inspector carried out a joint observation of a group activity. n The manager showed the inspector documentation to demonstrate the suitability of staff. n Parents shared their views of the setting 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

17 September 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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