Little J's Pre-school

Inspection of Little J's Pre-school The Scout Hall, Clayhall Road, Gosport, Hampshire PO12 2BY

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Children's safety is not fully assured. Staff do not follow safer eating procedures and, at times, children are out of sight and hearing of staff. Their safety and well- being is compromised. Leaders and managers do not seek to share information to support children's learning, and records for children are not accessible. In addition, the curriculum in place is not ambitious for all children, including those with special educational needs and/or disabilities (SEND). Not all children have consistently positive interactions from staff that help them to build on what they already know and can do. As a result, some children do not benefit from effective teaching and support for their learning.

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The provision is inadequate

However, despite these weaknesses, children are content and show they enjoy being with staff. For example, they seek staff out to be with them as they build towers and complete craft activities. Children demonstrate they like taking part in singing sessions led by staff. For instance, they join in enthusiastically with words and actions.

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need to do better?

n Leaders and managers do not ensure that staff deployment is effective. Children are not always within staff's sight and hearing. For example, they return indoors unnoticed by staff when everyone else is outdoors. Additionally, at mealtimes, staff do not supervise children effectively when they are eating. This puts children at risk of choking. Their safety is not assured. n Leaders and managers do not ensure that children learn the skills they need to keep themselves safe. For example, despite being sat next to children, staff do not teach them about handling scissors safely. Children walk around with scissors and put themselves and others at risk of harm. Children frequently run indoors and slip over. Staff do not consistently remind children about their expectations to use 'walking feet' indoors. They do not help children learn about their own safety effectively. n Children with SEND do not have their needs met effectively. Leaders and

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need to do better?

managers do not ensure that they seek out relevant information from other settings that children attend. They do not find out the best ways to support children's individual needs in a timely manner. As a result, children with SEND are at a disadvantage with their learning. n Records about children were not accessible on the day of inspection. This is a breach of the requirements of the early years foundation stage. That said, the necessary details to contact children's parents in an emergency were available for staff to use. n The design of the curriculum is not effective. Leaders and managers do not ensure that there is sufficient thought and challenge for children's learning. Staff

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need to do better?

19 September 2025 do not readily identify what children know and can do in order to build on their learning. Although staff provide children with a range of activities and resources to play with, these are not precisely planned to support children's learning, and any benefit is incidental. n Children who are newer to the setting generally have the support and attention they need to feel secure. For example, staff offer them cuddles and reassurance. However, this is to the detriment of the more settled children, whose learning is disrupted. Staff focus their attention on children who are upset. Those children who are more confident in the setting do not have the support they need to make good progress in their learning. n Staff help children's communication skills. For instance, they repeat back what children say. This helps children to hear words spoken clearly. Staff introduce children to a range of vocabulary, such as when talking about 'big', 'tall' and

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need to do better?

'enormous' towers. Staff are positive role models for children's developing speech. n Staff encourage children to be independent. For instance, they ask children to pour their own milk to drink and put spread on their crackers at snack time. Children wash their hands before eating and generally follow instructions from staff. For example, they help to tidy up before going outdoors to play. Staff offer children praise. They help to support children's personal and emotional development. n Parents report they are satisfied with the care their children receive from staff. They report that their children enjoy their time with staff at the setting. n Staff say they feel supported by leaders and managers, both professionally and personally. They access training to help support the development of their skills. For example, after attending training to support children's behaviour, staff say they feel more confident in their roles.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure that staff deployment is effective and children are supervised and within sight and/or hearing at all times, including while eating 19/10/2025

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Due date

19 September 2025 ensure that all staff help children to understand what is expected of them and teach them to keep themselves and others safe 19/10/2025

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Due date

share information with other settings that children attend, especially when they have SEND, to ensure that children's individual needs are met and to better promote consistency in children's learning 19/10/2025

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Due date

ensure that information and records about children and staff are accessible at all times 19/10/2025

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Due date

design and implement an effective curriculum that supports and challenges all children's learning 19/10/2025

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Due date

ensure that staff provide positive interactions and teaching to support all children's learning effectively. 19/10/2025

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Setting details

Unique reference number 2746360 Local authority Hampshire Inspection number 10407791 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 23 Number of children on roll 17 Name of registered person Little J's Partnership

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reference number

Telephone number 07807457191 Date of previous inspection Not applicable

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Information about this early years setting

Little J's Pre-school re-registered in 2023. It operates in Gosport, Hampshire. The setting is open from 9am to 3.15pm, Monday to Friday, during school term times only. There is an option to start at 8.30am each day. There are two members of staff who work with the children, both of whom hold childcare qualifications at level 3. The setting provides funded early education for children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they intend for the children to learn. n The inspector observed the quality of education being provided and assessed the impact this was having on the children's learning. n The inspector talked to the staff and the children at appropriate times during the inspection. n The inspector completed discussions about observations with the manager. n A meeting was held between the inspector and the manager. The inspector saw evidence of 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

19 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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