Peter Pan Playschool (CIO)

Peter Pan Playschool (CIO)

Unique reference number (URN): 2775779 Address: Eastwick Road Church Hall, Keswick Road, Bookham, Surrey, KT23 4BE Type: Childcare on non-domestic premises Registered with Ofsted: 10/04/2024 Registers: EYR Registered person: Peter Pan Playschool (CIO)

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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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Inclusion Strong standard

Leaders and staff have an excellent understanding of the importance of early identification of children's emerging and changing needs. They are very quick to identify when a child requires further support to meet their individual needs. Arrangements to work with multi- agency teams are very well established. Staff successfully form strong relationships with the local authority advisers, occupational therapists, educational psychologists and speech and language therapists to support the ongoing needs of individual children. They confidently use the advice from professionals and agencies to introduce learning programmes and interventions that are highly effective in supporting children's individual needs. Leaders work closely with parents to support children's additional needs and the assessment process.

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Inclusion Strong standard

Leaders and staff have high expectations for every child and skilfully adapt teaching to meet their different ages and stages of development. They effectively use targeted funding for additional support staff as well as specific learning programmes and resources. For example, they have purchased specialist resources, including books to be used in the setting or children's homes, which are targeted to develop children's speech and language development.

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Inclusion Strong standard

Children are monitored daily through observations. Staff note any progress made and identify any areas that may need additional targeted support to close any gaps in development.

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Achievement Expected standard

Children typically make steady progress from their individual starting points and develop well across all areas of learning. They develop independence skills, such as children washing their hands without support and older children putting on their coats independently.

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Achievement Expected standard

Generally, children make secure progress with their communication and language skills. Children are taught the importance of turn-taking skills and patience from a young age. Children use their developing understanding of mathematics as they compare the colours of cars and use fingers when counting in games. Children demonstrate physical strength and coordination. They enjoy running around outside, using stepping stones to balance, and practising climbing skills on the play equipment. They also enjoy making marks with crayons, helping them to develop their fine motor skills and in preparation for writing.

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Achievement Expected standard

Children who may face barriers to their learning, such as in communication or social skills, take part fully in daily routines and activities. They demonstrate developing abilities to play alongside other children for short periods of time with the support of staff. Children with special educational needs and/or disabilities develop the skills they need to engage in activities and experiences that support their development and help them make progress from their starting points.

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Achievement Expected standard

Overall, children develop the confidence and skills needed to move on to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders regularly remind children of behaviour expectations and rules. For example, when washing hands, the children are encouraged by staff to wait for their turn. There is a strong and appropriate focus on supporting children to understand how to work as part of a group. Staff sensitively teach children to take turns, for example, when rolling a car down a pipe in a popular water activity. At times, children need support to help them manage their feelings and behaviour. Staff generally recognise the development needs of each child and respond calmly and consistently. This helps children to understand what is expected of them and creates a safe, positive environment as they develop patience and self-control.

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Behaviour, attitudes and establishing routines Expected standard

Leaders offer praise to children during activities. For example, during a mathematics activity, they enthusiastically say 'well done' as a child correctly places a domino in the right position. This supports children's self-esteem and helps them develop a sense of belonging, while also reinforcing and modelling positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children generally listen and follow routines effectively, such as when they are asked to put on their coats or tidy up. This helps them to take ownership of their actions. Leaders understand the importance of routines for children, especially those with special educational needs and/or disabilities, to support consistency. However, this is not consistent throughout the day. During some group activities and transitions, some children become less engaged.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance and follow up on non-attendance. For example, parents are contacted promptly if the child does not arrive shortly after the expected time of arrival. This supports children's ability to experience a full curriculum.

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Children's welfare and wellbeing Expected standard

Leaders gather valuable information from parents to support children's individual care needs. This supports them to adapt routines in response to children's changing emotional needs. For example, staff are quick to intervene when children become overwhelmed, and they understand strategies to help each child calm down. Leaders and staff provide gentle guidance and reassurance, helping children feel safe, secure and valued. They build supportive relationships with every child, noticing how they feel, responding calmly and offering comfort when needed.

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Children's welfare and wellbeing Expected standard

Leaders and staff encourage children to manage their personal care needs. Children wash their hands and feed themselves. Older children manage their own toileting needs with support from the visual timetable.

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Children's welfare and wellbeing Expected standard

At lunchtime, children sit together to eat. However, staff do not always fully consider the organisation of this part of the daily routine. For example, the space becomes slightly overcrowded. This creates a disjointed atmosphere, limiting opportunities for children to develop social skills and interact with others during mealtimes. Leaders support children to develop healthy habits. Children enjoy daily snacks, where they are offered fruit and vegetables to try. Children bring their lunches from home. Leaders talk with children about the food items in their lunch boxes, and children enjoy comparing them with each other. Leaders support children to develop an understanding of self-care. For example, children take part in toothbrushing activities where staff discuss the importance of keeping teeth clean, healthy food choices and brushing techniques.

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Children's welfare and wellbeing Expected standard

Leaders provide opportunities for children to take carefully managed risks, such as negotiating stepping stones. They teach children skills for keeping themselves safe, such as how to use scissors independently.

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Curriculum and teaching Expected standard

Leaders and staff have a secure knowledge of child development and understand how to adapt activities to meet the age and stage of the children. Staff are responsive to children's interests and provide support when their games and ideas evolve. For example, staff provide cups for a water-tray activity as it changes into a milkshake-making workshop.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that meets the needs of all the children. They have a clear understanding of what they want the children to learn. Ongoing and effective assessments enable staff to accurately identify each child's next steps to support their sequenced learning. These are shared regularly with parents and carers, supporting a joined-up approach. Overall, children enjoy the broad range of activities on offer, although, at times, these are not organised as effectively as possible. For example, on occasion, too many children join activities, which limits learning.

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Curriculum and teaching Expected standard

Staff generally promote children's communication and language. They introduce new words to develop children's vocabulary. However, at times, staff are too quick to move on to other topics. This does not fully support children to engage in back-and-forth conversations.

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Curriculum and teaching Expected standard

Staff support children's love of the outdoor area and provide daily opportunities to develop their physical skills. For example, children show their achievements when developing their climbing skills. Mathematics is taught well throughout the setting. For example, staff provide different-sized jugs in the water tray to help introduce mathematical ideas such as volume and capacity through play-based learning.

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Curriculum and teaching Expected standard

Staff actively prepare children for new experiences and moving on in their education. For example, children visit the local school to help them prepare for their next stage of learning.

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Leadership and governance Expected standard

Leaders have a clear ambition to provide high-quality provision for all children. They focus effectively on supporting children with special educational needs and/or disabilities and plan accordingly to ensure appropriate support is in place. Staff have positive relationships with parents and understand the importance of ongoing communication. Partnerships with parents are highly effective. Parents share important information with staff, such as routines, changes in circumstances and likes and dislikes, enabling staff to provide care that supports every child's needs. Staff work closely with parents to update children's routines and development using online systems. A weekly newsletter is shared with parents to keep them up to date with future learning plans, supporting continuity. Staff create an inclusive environment where children's backgrounds are recognised and valued. Leaders monitor children's progress and promote good attendance to ensure children benefit fully from the

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Leadership and governance Expected standard

While staff generally support children well, there are inconsistencies in how routines and interactions are organised across the day. For example, during lunchtime, the environment becomes overcrowded and noisy. This limits children's engagement and reduces opportunities for social interaction and learning. Leaders are successful in identifying staff's strengths and areas for development through regular supervision, appraisals and a staff recognition board that highlights positive attributes, achievements and contributions. This helps to acknowledge positive practice while identifying opportunities for professional development. Staff access relevant training that strengthens their knowledge and skills. Training priorities are informed by the current and emerging needs of the children. For example, leaders identified further special educational needs training as a priority. Many staff attended and are now able to implement their learning to better support children's

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Leadership and governance Expected standard

needs and development. Staff report feeling valued and well supported by leaders, who place a strong emphasis on promoting wellbeing.

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Leadership and governance Expected standard

Overall, leaders effectively monitor the quality of the provision.

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

Children enjoy this warm, nurturing environment where they feel safe and excited to learn. They form warm, trusting relationships with their key person and go to them for comfort when needed. For example, children will seek out their key person when feeling unsettled. This shows that they feel safe and secure, supporting a secure sense of belonging. Children arrive happy and excited to start their day. They settle quickly and separate from their parents and carers well.

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

Children are well cared for by all staff, who prioritise their wellbeing. Staff offer praise and encouragement and recognise children's achievements. Children benefit from the high level of attention paid to recognising and valuing their individual backgrounds, for example, celebrating religious festivals and traditions.

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

Children enjoy a range of experiences that develop their curiosity and imagination, both indoors and outdoors. They explore freely through the role-play area, outside experiences with the mud and water, and the construction area. Children learn to play safely as they develop their physical skills, for example, by jumping off stepping stones and learning to

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Address:

Eastwick Road Church Hall Keswick Road Bookham Surrey KT23 4BE manage risks independently when the height of the stepping stone increased. Children show developing independence skills, for example, finding their own lunch box and washing hands, and they are supported to build confidence in their abilities. Their communication, language and emotional skills are supported. For example, staff use picture cards and Makaton to help children know what is going to happen next.

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Address:

Children make steady progress from their starting points. They respond well to familiar routines and explore mathematical ideas through play, such as domino games, that support matching and counting. Children develop a love of books. They select books to look at themselves and for staff to read.

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Next steps

Leaders should review and improve some less-effective aspects of the daily routine to more effectively promote children's engagement. Leaders should support staff to recognise when children would benefit from more support to engage in back-and-forth conversations as part of their ongoing language development.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Peter Pan Playschool (CIO)

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About this inspection

Operating hours: Monday,Tuesday,Thursday,Friday : 08:50 - 15:00,Wednesday : 08:50 - 12:10

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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.

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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

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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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