Peter Pan Pre-School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Peter Pan Pre-School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Peter Pan Pre-School.

To see all our data you need to click the blue button at the bottom of this page to view Peter Pan Pre-School on our interactive map.

About Peter Pan Pre-School


Name Peter Pan Pre-School
Inspections
Ofsted Inspections
Address Methodist Church, Winchester Road, Chandler’s Ford, Eastleigh, Hampshire, SO53 2GJ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Hampshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Weaknesses in leadership and management affect children's safety and well-being. Leaders do not do enough to ensure that the premises remain secure at all times.

Although risk assessments are completed, when issues such as unlocked doors that lead to public spaces are identified, swift action is not taken. This does not safeguard children or promote their personal development.Despite this, children arrive happily and enjoy their time at pre-school.

They benefit from the warm and welcoming environment that the staff team provide. Staff tailor settling-in procedures to meet each child's individual needs. This suppo...rts children to develop strong trusting bonds with staff to help them feel safe, secure and confident.

For instance, children confidently talk to staff about what they have been doing at home and go to them for cuddles and reassurance as needed. This supports children's emotional well-being.Staff are enthusiastic and engage children in their chosen activities, supporting and extending their learning.

For example, they support children to count and recognise numbers up to 10 during their play. Staff extend this mathematical learning by supporting children to learn about one more and one less, such as when building towers with the bricks. Children enjoy looking at books, listening to stories and joining in with familiar songs throughout the day.

This supports children to make good progress.Staff teach the children how to behave well. They support them to learn how to share and take turns.

For instance, children patiently wait their turn to have a go on the bicycles in the garden. They are actively involved in keeping their environment safe and tidy. For example, when taking part in activities, children know to tidy up after themselves and sweep up resources from the floor.

What does the early years setting do well and what does it need to do better?

Risk assessments are not always effective. Although staff complete daily risk assessments and identify risks, leaders do not ensure the area is secure. For instance, they do not have effective procedures in place to manage the security of the area they use.

This demonstrates significant weaknesses in assessing and managing risks, as strangers could gain access to the pre-school room. This compromises children's safety.Despite this, leaders and staff have worked hard to successfully address the actions raised at the last inspection.

For example, all staff have attended safeguarding training and have a good understanding of the procedures to follow should they have a concern about a child's well-being. Leaders ensure that oversight and support is in place for staff, including those who are new to their roles. For instance, staff have regular supervisions and well-being meetings.

Furthermore, they have put a clear recruitment and induction process in place, that includes ongoing suitability checks.The provider has recently introduced a new curriculum that ensures children gain the essential skills needed for their future learning. Leaders fully understand what it is that they want children to learn.

However, aspects of the curriculum are not completely embedded. Some staff are less confident in their understanding of the overarching curriculum intent. For example, on occasion activities are not precisely focused to support children to make even better progress.

This does not consistently support children's learning and development.Staff support children's communication and language development well. They engage children in back-and-forth conversations when they are playing.

For instance, staff talk to children asking questions about what they are building and discuss being a builder. Children demonstrate their growing vocabulary as they confidently share their thoughts and ideas with each other and the staff. For example, they talk about the cakes they are making with the play dough, the ingredients they have used and how long they will bake their cakes for.

There is good provision for children with special educational needs and/or disabilities (SEND). Staff work closely with parents and other professionals to put in place swift interventions when they identify children need additional support. The provider uses additional funding that children are entitled to effectively.

For instance, they provide children with one-to-one support as they need it. Staff use shared strategies to target areas of learning, so that children with SEND make good progress alongside their friends.Partnership with parents is effective.

Staff know their key children well and can discuss their interests, progress and next steps with confidence. They regularly share this information with parents, for example, through daily conversations, termly reports and parent meetings. In addition, staff share ideas and strategies to help parents to support children's learning at home.

This supports children's learning and development.Staff support children to learn about keeping themselves healthy. For instance, at snack time, staff encourage children to select their snack and talk about healthy eating.

Children learn about hygiene, such as washing their hands before mealtimes.Staff seek information from parents about languages spoken at home and their cultural heritage. They support children to learn about similarities and differences to promote their understanding of equality and diversity.

For example, they take part in activities for a range of festivals that are special to the children. This contributes towards valuing what makes children unique.

Safeguarding

The arrangements for safeguarding are not effective.

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

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date implement effective risk assessments to ensure that all areas children have access to are safe and secure.10/12/2024 To further improve the quality of the early years provision, the provider should: build on staff's knowledge of the curriculum intent, so they are clear about the skills and knowledge they want children to gain during their time at pre-school.


  Compare to
nearby nurseries