The Frantastic Pre-School

The Frantastic Pre-School

Unique reference number (URN): 2842512 Address: The Frantastic Pre School, The Lodge, Mornington Road, Southport, Lancashire, PR9 0TS Type: Childcare on non-domestic premises Registered with Ofsted: 14/04/2025 Registers: EYR Registered person: Cook, Richelle

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Staff create a calm, consistent environment where expectations for behaviour are clearly understood. Young children know what is expected of them. They listen well and follow instructions with growing confidence. Warm, secure attachments underpin this success, helping children to feel safe enough to behave positively and respond to guidance. As a result, children show genuine kindness and concern for one another. They offer to help their friends, check they are okay and remind each other of simple rules, such as sharing, taking turns and using 'kind hands'.

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Behaviour, attitudes and establishing routines Strong standard

Staff build on this strong foundation by using a range of thoughtful approaches to motivate positive behaviour. For example, children are encouraged to take on helper roles and support each other as they wash their hands in readiness for snack. Children feel valued and proud of their achievements. Furthermore, this contributes to their developing self- regulation, resilience and readiness for learning. Staff consider children's ages and stages of development well. They adapt routines for children with special educational needs and/or disabilities, using familiar strategies to help them manage change and remain fully engaged.

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Behaviour, attitudes and establishing routines Strong standard

Leaders maintain a proactive approach to monitoring attendance. They monitor patterns closely and carry out home visits when needed to check on children's wellbeing. Staff work in close partnership with parents to highlight the importance of regular attendance and the positive impact it has on children's progress, confidence and overall development.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are strongly promoted, which helps to ensure that children feel safe, secure and valued. Care practices are consistently followed and support children's physical and emotional needs effectively throughout the day. Warm and nurturing relationships between staff and children have a very positive impact. Children feel confident to explore, ask for help and express themselves. As a result, children demonstrate high levels of self-esteem and a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

Children are well supported to learn about the importance of leading a healthy lifestyle. They enjoy nutritious snacks and take part in discussions about healthy choices. Children are taught what makes a healthy lunch box, which helps them to understand how food supports their bodies. Furthermore, important health information is shared with parents. This helps to create consistency between home and the pre-school and has a positive impact, as children show increased awareness of healthy habits and are keen to make healthy choices.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is very well considered. They are supported to recognise, name and manage their emotions appropriately. Clear, predictable routines help children to feel secure and support their individual needs. This enables all children, including those who may face barriers to their learning, to settle well, regulate their behaviour and engage confidently in learning and play.

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Inclusion Strong standard

Staff provide highly tailored support that ensures that every child is included and that any barriers to learning are reduced. Ongoing high-quality training enables staff to confidently implement inclusive strategies and make precise adaptations that meet children's individual needs. Leaders use funding purposefully. They extend sessions where beneficial and offer flexible attendance options that help children maintain consistent engagement. Additional support for families, such as food hampers, has a tangible impact on children's wellbeing and stability.

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Inclusion Strong standard

Children's progress is closely monitored, with leaders analysing assessment information to identify gaps and take swift action. This includes targeted interventions for children with special educational needs and/or disabilities and those learning English as an additional language. This helps to ensure that children make meaningful and sustained progress.

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Inclusion Strong standard

Parents speak very positively about the support their children receive. They feel listened to and valued, and they share strong examples of how staff make a difference to their family life. Staff work closely with parents, sharing observations about learning and development and offering practical ideas to support further progress at home. Staff follow guidance from external professionals and implement plans with precision. They skilfully adapt environments, so all children feel included, supported and celebrated.

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Achievement Expected standard

Children typically achieve well across all areas of learning. They make good progress in their communication and language skills as they express their needs, share their ideas and engage in meaningful conversations. Children listen well during group times. They follow instructions and show good attention skills.

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Achievement Expected standard

Physical development is strong. Children develop their skills in a clear and sequential way. They build strength, coordination and balance through a range of activities as they use their small and large muscles.

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Achievement Expected standard

Children with special educational needs and/or disabilities make progress from their starting points. They feel included and supported to develop communication and physical and social skills and are confident and feel valued. All children show respect for one another and manage their feelings and emotions well. They are well prepared for their next stage of learning, demonstrating independence, curiosity and a positive attitude to learning.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of the curriculum and teaching. For example, they are continuing to support staff to grow in confidence in the delivery of the curriculum and make purposeful adaptations. As such, they have put appropriate coaching and guidance in place. Leaders regularly monitor staff practice through observations and

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Needs attention

professional discussions. As a result, children benefit from a broad and balanced curriculum and learn across all areas of learning.

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Needs attention

Staff are skilled in supporting children's communication and language development. They model a rich range of vocabulary, ask questions and use repetition to reinforce understanding. Early mathematical concepts are naturally embedded within play. For example, staff support counting and introduce the language of size while children explore the water tray.

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Needs attention

Strong priority is given to children's personal, social and emotional development and their physical wellbeing. Children enjoy being active and confidently create obstacle courses in the outdoor area. They benefit from physical activity, such as star jumps and climbing, which helps raise their heart rate and develop strength.

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Needs attention

Staff know the children well and typically adapt their teaching to meet children's individual needs, particularly for those children with special educational needs and/or disabilities and those facing other barriers to learning. Assessment is used effectively to identify emerging gaps. Staff work closely with parents and other professionals to ensure that children make good progress.

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Leadership and governance Needs attention

Leadership and management within the pre-school is effective. Leaders have high expectations for all children and demonstrate a clear understanding of the pre-school's strengths. This includes their inclusive practice and well-established partnerships with parents. Leaders are reflective and accurately identify areas for development, such as increasing staff confidence in the consistent implementation of the curriculum.

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Leadership and governance Needs attention

Leaders give due regard to staff wellbeing and workload. Staff benefit from regular supervision meetings and ongoing wellbeing check-ins. This supports staff morale and their professional practice. There are plentiful opportunities for continued professional development to enable staff to build on their knowledge and skills and contribute positively to children's learning and development.

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Leadership and governance Needs attention

However, leadership oversight by the provider is less effective. While the provider understands their roles and responsibilities, they do not provide sufficient support or professional challenge to leaders. Leaders do not receive regular supervision. In addition, the provider does not give sufficient consideration to leaders' wellbeing and workload. Systems to monitor, evaluate and hold leaders to account lack sufficient rigour. As a result, there is insufficient oversight of the pre-school's effectiveness. This limits the provider's ability to evaluate accurately and drive sustained improvements across the provision over time.

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What it's like to be a child at this setting

Children experience a welcoming and well-organised pre-school, where they feel safe, settled and valued. Extremely positive relationships between staff and children help create a sense of belonging. Children settle quickly on arrival because staff are attentive and know children's individual needs. Leaders and staff have established clear expectations for behaviour, which are consistently reinforced. As a result, children behave well, show kindness towards one another and are developing effective self-regulation skills. Children share resources, take turns and respond positively to gentle guidance.

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What it's like to be a child at this setting

The curriculum is thoughtfully planned and reflects leaders' clear priorities for children's learning and development. Children take part in activities that spark their curiosity and exploration and make independent choices about what they would like to do. They are developing a positive 'can-do' attitude as they try new things and persevere in tasks that are initially challenging. For example, as children paint at the easel, they work collaboratively to use clips to ensure that the paper is secure and does not fall down. Children enjoy 'book of the week', where staff read and high-quality texts repeatedly. This enables children to become familiar with stories, recall key events and use language from the books in their play. Children confidently join in with repeated phrases and demonstrate enjoyment and understanding of familiar stories. Children love 'squiggle while we wiggle' activities as they

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What it's like to be a child at this setting

develop control of their muscles and arm movements in readiness for writing.

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What it's like to be a child at this setting

Leaders are reflective and committed to continuous improvement. They have begun to evaluate the effectiveness of the curriculum and recognise the importance of ensuring that it is delivered consistently. They have identified that further support is needed to strengthen staff confidence in implementing all aspects of the curriculum with the same level of clarity and intent.

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What it's like to be a child at this setting

Children are well prepared for the next stage in their learning, including school. They demonstrate positive attitudes, emerging independence, increasing confidence and the skills they need to thrive and succeed.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

implement robust arrangements for the supervision of leaders to ensure a culture of mutual support, 27/02/2026

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Address:

The Frantastic Pre School The Lodge, Mornington Road Southport Lancashire PR9 0TS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 15:00

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Action Completion Date

continuous improvement and clear oversight.

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About this inspection

The inspector spoke to children, staff, parents and leaders during the inspection.

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About this inspection

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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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