URN 2805379 · Inspected 2026-07-16 · Published 2026-08-14 · Inspector: Vanessa Stratfold
Pegasus Nursery & Preschool Unique reference number (URN): 2805379 Address: Main Street, Osgodby, Market Rasen, LN8 3TA Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2024 Registers: EYR, CCR, VCR Registered person: Pegasus Nursery & Preschool CIO Inspection report: 16 July 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement 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. How we evaluate safeguarding When we inspect settings for safeguarding, they can have the following outcomes: 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. Strong standard Behaviour, attitudes and establishing routines Strong standard Leaders have high expectations of children's behaviour. Children behave very well and require little direction from staff. Throughout the day, children are reminded of the setting's 'five golden rules', which reinforces positive behaviour. The children follow familiar routines confidently throughout the session, such as tidy-up time. These key routines are understood by all children and help to promote children's independence. Children build positive friendships in the setting. They choose friends to stand up and sing with them during group time. Staff encourage children to share and take turns. They use sand timers to support turn-taking with equipment in the garden. Staff remind children to put their hand up if they would like to share something at group time and to listen when others are speaking. Staff build warm, respectful relationships with children. They talk to children about the importance of being kind to each other and explain how unkindness makes them feel. Children are curious and enthusiastic about learning. They notice changes when they mix paints together to make new colours, and they problem-solve how to make toy cars go faster on the ramps. Children show resilience when using scissors and are proud when they complete the activity. They hold up their cut-out snake saying, 'Look at this.' Leaders maintain effective oversight of children's attendance. They work closely with families to ensure attendance is consistent and have implemented adjustments to support regular attendance. Children's welfare and wellbeing Strong standard Leaders provide a warm and welcoming space where children enjoy play and learning. Children eagerly come into the setting in the morning and access the activities provided for them, which are planned around their interests. Children have regular access to outdoor learning, where they enjoy opportunities to be active and explore with their friends. For example, they use drainpipes as ramps to race toy cars and find ways to make their cars go faster. Leaders and staff prioritise all children's welfare and safety consistently. Children understand how to keep themselves safe. They talk about tidying up so they do not hurt their feet and cleaning their hands to get rid of the germs. Parents say that children learn about road safety when going into the community. The setting offers a range of healthy and nutritious snacks and meals for children. For those children who bring a packed lunch, leaders share healthy lunch box ideas and provide newsletters to families about the importance of balanced healthy eating. Mealtimes are warm and social experiences, with staff sitting alongside children and encouraging conversations. Staff teach children about the importance of brushing their teeth, and this is followed up with families to promote good oral hygiene. Expected standard Leaders are highly responsive to the varying needs of the children and families attending. They make adjustments to practice to ensure all children can participate. They offer tailored settling-in sessions, where they gather detailed information from parents and carers. As a result, new children settle extremely well, and staff understand their individual needs right from the start. Inclusion Strong standard Leaders foster a culture of inclusion where children and families are understood well, and individual circumstances are considered carefully. They identify children's needs early and work closely with parents to support them. This includes children with special educational needs and/or disabilities (SEND) and children in receipt of additional funding, such as the early years pupil premium. Additional funding is used purposefully to reduce barriers to learning and wellbeing. For example, leaders support families to access sessions in the holidays and invite a sports coach in to deliver sessions to support children's next steps. Leaders regularly review children's progress and the impact the support is having. Leaders take effective action to reduce barriers that children and families may face. For example, they make adjustments to routines to support children with their transition into the setting. They work closely with a range of professionals, including local authority advisers, and use their advice to support children with a range of strategies and routines. This helps children access the curriculum and ensures support remains relevant as children's needs change. Leaders ensure every staff member has a sound understanding of all the children's needs. This means all staff can support children with SEND effectively. Leaders demonstrate genuine commitment to supporting children and their families. They take careful account of each child's unique experiences and circumstances, adapting practice so that every child can participate fully. Parents speak highly of the support and communication they receive. As a result, children, including those who face disadvantage and those with SEND, are fully included and make progress from their starting points. Achievement Expected standard All children, including those with special educational needs and/or disabilities, typically make good progress from their starting points across the curriculum. Children's independence is supported through encouragement from staff. For example, children wash and dry their hands and bring in their plates after snack. Thoughtful transitions are in place to support children to be prepared for their next stage of learning. For example, spending time with their new class teacher and showing children the school uniform of the school they are moving to, help to prepare children for transition to school. Generally, children grow in confidence. For instance, during group time, children choose a song. They stand up with friends in front of the group, singing and performing the correct actions to the song. For children who need support with their confidence, large-group times do not help them achieve this, and they become quiet and disengaged. Curriculum and teaching Expected standard Leaders have a clear oversight of the curriculum delivered at the setting. Overall, the curriculum is typically taught well. Staff support children to become very independent. For example, children bring in their plate and cups after having snack outdoors. Mathematical development is woven throughout the curriculum. For example, children count how many people are here that day and they use number rhymes and count on their fingers to work out how many 'little ducks' are left. Leaders and staff support children's physical development well. For example, children are encouraged to use scissors to cut out snakes and build with different-sized blocks. All children access a session with a sports coach who visits each week to deliver a session on physical fitness. Children's communication and language is generally supported well. Some staff use open- ended questions, such as how children can make toy cars travel faster down the ramp, to encourage children's thinking. However, this approach is not consistent across the team. At times, staff offer only 2 possible answers, reducing opportunities for children to develop their ideas and extend their learning. Staff have a clear understanding of children's abilities and their next steps. However, these are not planned for consistently, such as providing small-group times for less confident children. When group times are too long or too large, children begin to lose focus, reducing the effectiveness of teaching. Leadership and governance Expected standard Recent changes in leadership have already led to positive developments in the setting. Leaders have a clear grasp of the strengths of the provision and the areas that require further improvement. They are committed to making changes and continually reflect, review and adapt their practice to meet the needs of the current cohort. Leaders have made changes to the room to create a calmer, less overwhelming space for the children who attend. These changes have been recognised and praised by parents and carers. Leaders have a good understanding of their local community and the context of the setting. Leaders act in the best interests of all children. They have a clear oversight of those children who are disadvantaged or who have special educational needs and/or disabilities (SEND) and ensure that they are supported to access the setting. Leaders place a high priority on staff wellbeing, striving to be approachable and ensure workloads remain manageable. Staff report feeling well supported and value the opportunities for professional growth provided through supervision and ongoing professional development. Leaders respond promptly to staff interests by arranging relevant training, such as courses focused on supporting children with SEND. Leaders recognise the need to strengthen staff practice in extending children's learning across the setting. They do not yet use training and coaching consistently or precisely enough to develop this aspect of teaching. Leaders have suitable recruitment procedures in place and notify Ofsted when there are changes to trustees. They have updated their procedures to ensure Ofsted is provided with the required information to enable suitability checks to be completed. Compulsory Childcare Register requirements This setting has met the requirements of the compulsory part of the Childcare Register. How we check if a provider meets the requirements of the Compulsory Childcare Register When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes: Met Not met Voluntary Childcare Register requirements This setting has met the requirements of the voluntary part of Childcare Register. How we check if a provider meets the requirements of the Voluntary Childcare Register When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes: Met Not met What it's like to be a child at this setting Children enjoy a nurturing environment and separate from their parents and carers with confidence. They are happy and settle quickly, demonstrating that they feel safe, secure and have a strong sense of belonging. Children form positive relationships with all staff, who know them extremely well. They enjoy playing alongside adults and are eager to share their achievements, such as mixing paint to create new colours or proudly showing the paper snake they have cut out. Staff build on children's interests to extend their learning. For example, they use children's love of tractors to support communication and language development, helping them progress from saying 'tr' to confidently saying 'tractor'. Children are keen to share their thoughts and ideas at group time. They hold up their hand to share with the group about when they found a snake in the woods. Children are taught to respect their peers by taking turns and listening when someone is speaking. Staff ensure all children feel listened to. For example, all children take part and vote for which story they would like to hear at group time. Children with special educational needs and/or disabilities (SEND) are also supported to vote by being shown both books to choose from. Children, including those with SEND and those who may need additional support, make good progress from their starting points. Children benefit from regular songs and stories throughout the session, which supports their language development. Children are independent and happily make their own choice about where to play and what to do. They explore the toys and activities that are on offer with interest for extended periods of time. They follow routines well and develop their self-care skills. For example, children wash and dry their hands before mealtimes. Next steps Leaders should build on the arrangements for coaching and training to ensure all staff consistently use open-ended questioning so that children are encouraged to think more deeply and extend their learning. Leaders should strengthen the planning of children's next steps, ensuring group activities are matched more precisely to what individual children need. Leaders should review and refine the organisation of group times so that sessions remain appropriately sized and focused, enabling all children to stay engaged and participate meaningfully in their learning. About this inspection The inspector spoke with leaders, practitioners and a special educational needs coordinator during the inspection. Inspector: Vanessa Stratfold About this setting Unique reference number (URN): 2805379 Address: Main Street Osgodby Market Rasen LN8 3TA Type: Childcare on non-domestic premises Registration date: 10/09/2024 Registered person: Pegasus Nursery & Preschool CIO Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 Local authority: Lincolnshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 16 July 2026 Children numbers Age range of children at the time of inspection 2 to 4 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. Total number of places 24 Our grades explained Exceptional Practice is exceptional: of the highest standard nationally. Other settings can learn from it. Strong standard The setting reaches a strong standard. Leaders are working above the standard expected of them. 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. Needs attention The expected standards are not met but leaders are likely able to make the necessary improvements. Urgent improvement The setting needs to make urgent improvements to provide the expected standard of education and/or care. The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects 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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