Peter Pan Pre-School

What is it like to attend this early years setting?

Children arrive happily and separate from their parents with ease. Staff greet them warmly and lead them to the self-registration board to add their names. Children join their friends in the play area where they access a range of resources set up for them to explore. This helps to build on their attachment and sense of belonging.

Staff provide a curriculum that is based on children's developmental needs and interests. They use information from settling-in visits to assess children's starting points and help plan an effective curriculum. Staff know the children well and respond to their individual requirements. This includes children with special educational needs and/or disabilities (SEND) and children with English as an additional language.

Staff support children's physical development well. They set up a variety of activities for children to practise and fine tune their skills. For example, children enjoy riding on the bicycles in the outside play area. Staff encourage children to use tweezers to sort the different-coloured rubber creatures. This helps to develop children's large and small motor skills.

Children develop good social skills. Staff support them well to understand expected behaviour. For example, children learn to share, take turns and collaborate as they play. Children are kind and courteous towards their friends. All children make good progress from their starting points.

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

• Since the last inspection, the provider has taken action to make improvements. This includes working with the local authority to improve the curriculum implementation and provide children with positive learning experiences. In addition, staff have developed a secure knowledge and understanding of safeguarding matters. This has a positive impact on the quality of the provision.
• The manager deploys staff effectively to support children's learning and development. Staff report their well-being is good. They comment that they feel supported in their roles. Staff receive supervision to discuss children's needs and their own professional development. There is a commitment to further training. This helps to ensure that staff are familiar with the latest information and updates regarding early years.
• Partnerships with parents are positive, and information-sharing is effective. For example, staff gather details from parents about their child when they start. They give daily handovers to parents, covering what the children have been doing during the sessions. They also provide regular feedback through newsletters and termly reports about the children's progress. They give information and ideas for parents to further support their children's learning and development at home.
• Staff form good relationships with the local schools. For example, they attend events to familiarise children with the different environments, and headteachers visit the setting. This helps to support children with transitions. Staff also work in partnership with other settings children attend. This helps to develop a shared approach to children's care and learning.
• Staff support children with SEND well. They attend training to ensure that their knowledge is current. Regular monitoring and discussions help to ensure that children's individual next steps are appropriate. Staff work well with other agencies. This helps to ensure that children have their needs identified at the earliest opportunity and make progress in their development.
• Staff remind children to wash their hands before snack and after using the toilet. Children confidently help themselves to fruit. They choose from a mini milk carton or their own water bottle. This helps children to understand the importance of good hygiene and healthy lifestyles.
• Staff provide a range of materials to encourage children to focus and concentrate. For example, children work together to build the toy bricks that are provided into a high tower. They comment excitedly that it is as 'tall as them' and laugh together as their building collapses. They show perseverance as they start all over again.
• There are clear routines throughout the day. However, at story time, staff sit all children down, which creates a large group. Some children struggle to engage and do not show enjoyment in the story.

What the setting must and should do next

The provider should:

• improve the less effective elements of the daily routine to better support children to engage in story times.