Longparish Little SchoolOfsted report card, 17 Sept 2026

Longparish Little School

Unique reference number (URN): 2811094 Address: Longparish School, Longparish, Andover, SP11 6PB Type: Childcare on non-domestic premises Registered with Ofsted: 01/11/2024 Registers: EYR, CCR, VCR Registered person: Longparish Little School

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Children achieve well from their starting points. They develop secure knowledge and skills across a broad range of learning. They communicate confidently with adults and peers, listen attentively and share their ideas and experiences. Young children increasingly use language to express their needs and join conversations. Children develop mathematical understanding through recognising patterns, comparing quantities and solving simple problems. They develop coordination and control when using tools and increasing independence in managing personal needs. Children with special educational needs and/or disabilities and those facing barriers to learning make meaningful progress, with support carefully matched to their individual needs.

p.2

Achievement Strong standard

Children apply their learning confidently and develop the knowledge and skills needed for their next stage. For example, they work out how many monkeys are left during familiar number songs, using their fingers to show their answers. Children recall information, make connections and solve problems. They cooperate with others, share resources and take turns. They develop the social skills needed for future learning. Children persevere when faced with challenges and increasingly explain their ideas and choices. They demonstrate confidence, independence and positive attitudes that provide a secure foundation for continued learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders set clear expectations for behaviour. They establish consistent routines across the setting. They monitor how well these approaches work and provide staff with clear guidance to maintain consistency. Staff use calm reminders, praise and familiar signals to help children understand what is expected. For instance, a clapping signal prompts children to stop, listen and respond, while clear reminders during tidy-up time help children work together and move heavier objects safely. Children respond quickly to instructions and demonstrate excellent behaviour. This creates a calm environment where they feel secure and ready to learn.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff build exceptionally positive relationships with children. They model kindness, respect and consideration. They respond sensitively when children need help with their emotions and support them to re-engage in play and learning. Children cooperate readily, show consideration for others and develop positive attitudes towards learning. For example, children confidently share resources, take turns and work together during everyday routines. Young children increasingly take responsibility for their belongings by removing their wellies, placing them on their pegs and putting away their outdoor clothing. This helps children develop confidence, self-control and independence.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance regularly and work with families when barriers arise. They use visual timetables to help children with special educational needs and/or disabilities understand what is happening next and feel more secure within daily routines. Staff provide consistent, individualised support for children who may find changes or transitions difficult. For instance, social stories help children prepare for significant changes and separation. As a result, children become increasingly confident in following routines, managing changes and participating alongside their peers. Leaders take appropriate action to support regular attendance.

p.2

Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing. They ensure that staff provide consistent, nurturing care. Staff know children well and respond sensitively to individual needs and emotions. They work closely with parents to support children who need time to settle. For instance, gradual starting sessions allow parents to leave for short periods before increasing separation. Staff provide reassurance and build secure relationships. This helps children feel safe and increasingly confident to attend independently. Staff protect children's privacy and dignity during nappy changing and toileting and provide safe sleep arrangements for children who require a nap.

p.3

Children's welfare and wellbeing Strong standard

Staff promote healthy lifestyles and self-care through consistent routines. They support children to wash and dry their hands and closely supervise meals, ensuring that children sit safely while eating. Children grow, harvest and eat fruit and vegetables and cook with healthy ingredients. This helps them develop healthy habits. Staff encourage young children to put on and remove their own outdoor clothing. This helps build their independence.

p.3

Children's welfare and wellbeing Strong standard

Leaders ensure that welfare support is inclusive and responsive. Staff adapt care for children with special educational needs and/or disabilities. At forest school, staff teach children to manage risks safely while providing fresh air and exercise. Children develop confidence, physical skills and an increasing understanding of how to keep themselves safe. Minibus trips broaden children's community experiences and develop confidence and independence.

p.3

Curriculum and teaching Strong standard

Leaders have designed and sequenced a well-considered curriculum around children's interests, ages and stages of development. They identify what children need to learn next and ensure that experiences build progressively across the early years foundation stage. For example, leaders link shared stories about building dens to practical experiences. Children use natural materials to construct their own den. Staff encourage children to apply what they have learned, solve problems and adapt their ideas. This helps children make connections, develop resilience and deepen understanding. Staff know children well and adapt support to help children with special educational needs and/or disabilities and those facing barriers to learning participate and make progress.

p.3

Curriculum and teaching Strong standard

Staff use everyday interactions and purposeful teaching to develop communication, language and mathematics. They listen carefully, model vocabulary, ask open questions and build on children's responses. For instance, children explore dried flower pods, discover the seeds inside and use the dried flowers to create designs in blackberry dough. Staff introduce relevant vocabulary and encourage children to talk about what they notice and create. Staff develop early mathematics through practical play, helping children recognise small quantities without counting each object and explore how quantities change when objects are added or removed. Songs, actions and signing further reinforce language. As a result, children communicate confidently, use new vocabulary and explain their ideas and mathematical thinking.

p.3

Curriculum and teaching Strong standard

Staff provide rich opportunities to explore, create and investigate. For example, children examine bugs using magnifying resources. This supports their developing curiosity and understanding of living things. Staff provide mark making and process art. They encourage children to experiment with movement, paint, colour and make independent choices. They support physical development through activities that develop coordination, control and hand strength. Children become curious, creative and persistent learners who confidently explore and find things out for themselves.

p.4

Inclusion Strong standard

Leaders have a clear understanding of children's individual needs and act promptly to identify and reduce barriers to learning and wellbeing. They use information from parents alongside observations to establish starting points and identify emerging needs. Staff adapt support effectively. This helps children with special educational needs and/or disabilities, and those facing other barriers to their learning, to participate fully and make progress.

p.4

Inclusion Strong standard

Leaders work closely with parents and other professionals to secure timely support. For example, they seek advice from speech and language therapists, Portage, health visitors, paediatricians, early help and specialist neurodivergent services. Leaders share relevant training with staff. This helps to strengthen their knowledge and confidence to meet children's needs effectively.

p.4

Inclusion Strong standard

Leaders use additional funding purposefully to support disadvantaged children. For example, they have used early years pupil premium funding to provide resources matched to children's interests and identify physical and communication needs. This targeted approach supports significant progress and increased participation in learning. Additionally, leaders understand how to help families access further funding when needed.

p.4

Inclusion Strong standard

Leaders provide effective support for children known or previously known to children's social care. They follow safeguarding procedures carefully, maintain detailed records and work with relevant professionals to respond to concerns. Staff use individualised approaches, such as personalised transition support, to help children experiencing difficult circumstances or changes feel secure. These inclusive practices help young children overcome barriers, develop confidence and access the same opportunities as their peers.

p.4

Leadership and governance Strong standard

Leaders provide clear strategic direction and use their knowledge of children, families and the community to identify priorities for improvement. They maintain effective oversight of provision and ensure that actions reflect children's needs. Links with local gardeners strengthen staff's knowledge and enrich children's experiences of growing and the natural world. Children benefit from meaningful experiences that connect learning to their local environment.

p.4

Leadership and governance Strong standard

Leaders invest in professional learning and provide tailored support to develop staff's knowledge, confidence and practice. They provide protected time for qualifications and studies, alongside mentoring and additional training in areas such as healthy eating, allergies, children's play and behaviours. Leaders share learning from webinars and support staff to apply new knowledge. This increases staff's confidence and expertise and supports effective practice.

p.4

Leadership and governance Strong standard

Leaders prioritise staff's wellbeing and workload. Half-termly supervisions provide opportunities to discuss wellbeing and support needs. Leaders respond sensitively to personal circumstances and give staff additional time to plan activities and complete essential work. Social events help staff build positive relationships and feel valued, supporting their focus on children.

p.5

Leadership and governance Strong standard

Leaders build effective partnerships with parents, schools, professionals and the wider community. Parents receive regular information through family apps, while the lending library supports shared reading at home. Parents join taster sessions, trips and fundraising activities. Children visit the host school, while teachers visit the setting to support familiarity and transition. Leaders work with speech and language therapists, Portage and other specialist services to secure timely support. These partnerships strengthen continuity, support families and widen children's experiences.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

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

Children are happy, safe and secure in this setting. They develop exceptionally positive relationships with staff and with each other. Children play harmoniously, share, take turns and show kindness and consideration. They confidently seek out adults to talk, share ideas and ask questions. Staff know children well and respond sensitively to their individual needs. Children with special educational needs and/or disabilities, and those who face barriers to learning or wellbeing, are supported in ways that help them feel secure, included and confident.

p.6

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

Children enjoy learning and achieve well. They are curious, motivated and eager to explore, both indoors and outdoors. Children readily follow their own interests and show confidence in making choices about their play. They become deeply involved in activities, talk enthusiastically about what they are doing and persevere when things do not work as expected. Staff give children time to think, explore and solve problems while providing support when needed. This helps children develop confidence, resilience and positive attitudes towards learning.

p.6

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

Children become increasingly independent and develop a secure understanding of how to look after themselves and others. They confidently follow familiar routines and take responsibility for their own belongings and personal needs. Children understand that they need to listen to adults and follow safety expectations. They show increasing awareness of how their actions affect others and learn to make sensible choices. Children develop healthy habits through everyday experiences and understand the importance of caring for their bodies and keeping themselves well.

p.6

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

Children have a strong sense of belonging. They feel valued as individuals and enjoy being part of the setting community. Children and their families are warmly welcomed, and staff value parents' knowledge and contributions. Children confidently join group activities and learn alongside their peers, including those who need additional support to participate.

p.6

Address:

Longparish School Longparish Andover SP11 6PB

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Longparish Little School

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:15 Children experience a range of opportunities within the local community and benefit from strong links with their next setting. Children attend regularly, and staff work with families to overcome barriers where these arise. Children are confident, sociable and enthusiastic and are well supported to flourish.

p.7

Next steps

Leaders should continue to build on the setting's strong practice and identify further opportunities to enhance outcomes for children.

p.7

About this inspection

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

p.7

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. Local authority: Hampshire

p.7

Facts and figures used on inspection

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

p.8

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9