Rowlands Castle Preschool

Rowlands Castle Preschool

Unique reference number (URN): 2783262 Address: Rowlands Castle Preschool, St. Johns C Of E Primary School, Whichers Gate Road, Rowland's Castle, PO9 6BB Type: Childcare on non-domestic premises Registered with Ofsted: 13/03/2024 Registers: EYR Registered person: The Watership Down Nursery Ltd

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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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Achievement Strong standard

Children make excellent and consistent progress from their starting points across all areas of learning. They grow in confidence, independence and their ability to engage meaningfully in activities. Children who face barriers achieve exceptionally well. Those who previously found it difficult to settle or participate now follow routines, engage fully and communicate in their own way. Targeted support, early action and carefully planned opportunities make a real and lasting difference.

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Achievement Strong standard

Younger children show impressive progress, particularly in physical confidence, communication and independence. Older children concentrate for sustained periods, communicate effectively and manage their own needs with growing confidence. All children develop a genuine love of the outdoors and build real-life skills linked to the environment and sustainability. They try new things, persist when something feels hard and leave exceptionally well prepared for their next stage, including school.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are genuinely warm. Children approach any adult with ease and confidence, not just their key person, and this security shows in everything they do. They cooperate naturally, take turns, support each other and show real kindness. Older children help younger ones without being asked, in a warm and familiar way that reflects the secure bonds between them. Children, without prompting or support, choose to play outside, so they do not disturb younger children who are sleeping.

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Behaviour, attitudes and establishing routines Strong standard

Routines are firmly embedded and actively support independence. Children manage dressing, hygiene and mealtimes with growing confidence, with sensitive support where it is needed. Expectations are adapted thoughtfully for children with special educational needs and/or disabilities so that every child can succeed within shared routines. In forest school, children proudly recite the safety message, 'If you can see me, I can see you' and remind each other to be careful. Children have a deep understanding of staff's expectations and take real responsibility for their own behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with families and outside agencies where needed, making sure children access the setting regularly. Children arrive settled and engage positively from the moment they walk in. They show a genuine enthusiasm for learning that lasts all day.

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Children's welfare and wellbeing Strong standard

Children feel genuinely at ease throughout the setting. They seek out adults when they need help or want to share something, and staff respond with warmth and calm attention. Every child is known as an individual, and this shows consistently in the care they receive.

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Children's welfare and wellbeing Strong standard

Care is shaped around each child, not fixed routines. Children rest when they need to, and personal care is led by the child. Staff respond immediately and sensitively. The confidence with which even very young children make their own choices about personal care clearly reflects how respected and secure they feel here.

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Children's welfare and wellbeing Strong standard

The setting's commitment to outdoor learning has a real and positive impact on wellbeing. Children return from forest school calm, settled and regulated, and this is reflected in the peaceful atmosphere across the whole day. Staff actively support children to understand and express their feelings. They do so with confidence, returning readily to play and to their peers. They understand how to keep themselves safe, follow hygiene routines independently and manage mealtimes with ease. Children who need additional support are included naturally and cared for in ways that are tailored specifically to them.

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Curriculum and teaching Strong standard

Leaders and staff focus on the skills and knowledge they want children to carry with them for life. The curriculum is designed around what they want children to know, feel and be able to do in preparation for school and beyond. It is well structured around key themes such as 'home from home' and 'kindness and individuality'. These well-embedded themes are delivered consistently in practice.

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Curriculum and teaching Strong standard

The early years foundation stage is fully integrated and all 7 areas of learning are covered with skill and intention. Staff are expert at finding learning in every moment. Mathematics runs through activities, such as measuring and number recognition games. Rich language grows through storytelling, small-group work and exposure to different languages and cultures. Forest school activities connect physical development, risk awareness and communication. They are central to the curriculum, not an addition to it.

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Curriculum and teaching Strong standard

Assessment is a real strength. Children's next steps are visible on the 'learning wall' and accessible to every member of staff, so learning is extended at every opportunity. Staff identify need, act quickly and check the impact. Language groups now run daily, and children's communication and confidence are measurably stronger as a result.

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Inclusion Strong standard

Leaders and staff have built a highly effective approach to inclusion that runs through everything the setting does. Staff identify children's special educational needs and/or disabilities (SEND) swiftly. They know each child exceptionally well and use a clear, structured process to move children between monitoring and targeted support as their needs change. Where children require education, health and care plans, leaders work closely with families to make sure the process is thorough and the impact on children is clear.

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Inclusion Strong standard

Leaders prioritise reducing barriers, particularly in communication and language. Staff use daily language groups, visual prompts, objects of reference and small-group work consistently, and these make a clear difference to children's progress. Staff are confident and skilled, supported by relevant training, including communication and autism-focused programmes. The special educational needs coordinator attends local authority meetings to discuss children's needs and share strategies. Leaders use funding thoughtfully to ensure clear impact.

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Inclusion Strong standard

Parent partnerships are central to everything. Staff shape individual plans in partnership with families and external professionals, and these are reviewed regularly and acted upon. Transitions to school are managed with real care, and staff share plenty of information with teachers. Children with SEND access the same rich experiences as their peers and make meaningful progress from their starting points.

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Leadership and governance Strong standard

Leaders have a clear, ambitious vision and an unwavering commitment to improving outcomes for children. This is evident in ongoing developments, including the outdoor environment and a sustained focus on communication and special educational needs and/or disabilities.

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Leadership and governance Strong standard

Leadership is genuinely collaborative. Staff contribute ideas and take ownership of developments. The woodwork area, 'Mini Medic' programme and sustainability projects are all staff led and are carefully considered before being introduced. Staff consult children each term about how the setting develops and which resources to buy. Their voice shapes the environment around them.

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Leadership and governance Strong standard

Leaders know children and families exceptionally well. Support is carefully planned, consistently applied and regularly reviewed. Close working with parents and external professionals means no child is overlooked. Staff feel genuinely valued. Leaders are approachable and responsive, taking account of individual circumstances, wellbeing and workload. Staff identify what they want to learn, and leaders support them with this. The result is a team that grows together. Training in areas such as autism awareness, forest school and leadership development sits alongside daily practice. Children benefit directly from every step the team takes. Strong links with the local school enrich children's experiences and make transitions smooth and positive for every child.

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

Children thrive at this nurturing and ambitious pre-school. Every part of the day is shaped around helping them feel secure, grow in confidence and develop a genuine love of learning. From the moment they arrive, children move into familiar routines freely and confidently. Staff know each child extremely well and greet them with genuine warmth. The meditative music and calm entry approach set an unhurried tone, giving every child time to settle gently into their day. Relationships here are built on real trust. Children approach any adult in the room with ease, not just their key person, and this demonstrates how safe and valued they feel. Staff follow children's lead naturally, and every child begins the day feeling understood.

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

Children spend regular time in the forest school, where they build physical confidence and learn to make their own judgements about risk. When children construct a see-saw from a tyre and a plank of wood, staff talk with them about what could go wrong and how to make it safer. When a child discovers a worm beneath a log, staff gather the group and use open questions to spark curiosity, extend language and deepen understanding. These moments happen because staff are skilled at recognising these opportunities and building on them.

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

Communication and language run through everything. Children are immersed in rich conversation, small-group work and storytelling. The setting's deep commitment to sustainability gives every experience a sense of real purpose. Mealtimes are calm and social, and children serve their own food, choose where to sit and clear up after themselves. Experiences such as 'Mini Medic', where children learn how to respond in an everyday emergency, show just how high the ambition for every child is here. Children meet every opportunity with curiosity and confidence.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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Address:

Rowlands Castle Preschool, St. Johns C Of E Primary School Whichers Gate Road Rowland's Castle PO9 6BB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Watership Down Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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About this inspection

The inspector spoke with children, parents, leaders, practitioners and the special educational needs leader 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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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.

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Urgent improvement

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

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 .

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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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