Peter Pan Pre-School

Highlights from Latest Inspection

Summary of key findings for parents

The provision is good • The manager uses her wide professional network to introduce new ideas and stimulate staff discussions about good practice.

A recent and successful drive to raise the quality of teaching across the pre-school has focused on the types of questions staff ask children. Staff are good at helping children to review their own progress, think about what worked well and what they might do differently next time. • Staff are very responsive to children's ideas.

They skilfully model new language and concepts as they play together. For example, staff talk through and play their part in the children's make-believe hair salon or a climbing expedition through a '...jungle'. • Staff work well with parents, the host church, other professionals and settings to secure any additional support that children require.

Parents explain how effectively staff prepare children who have special educational needs and/or disabilities for the next stage in their learning and for school. • Outcomes for children are good, and children are well prepared for school. For example, they decide to construct a tower that is taller than their teacher.

Talking together, they use mathematical language to predict, agree the position of bricks and make comparisons of height. It is not yet outstanding because: • Children cannot hear speech sounds clearly in the large hall and they do not benefit fully from the good quality of teaching that staff are capable of delivering. • Staff do not take full advantage of opportunities that arise in children's play to develop their interest in making marks and 'writing' for a purpose.