Sunny Days Playschool and Pre-School

Sunny Days Playschool and Pre-School 5 Sandringham Road, Walton-le-Dale, Preston, Lancashire, PR5 4QN

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Inspection date

Previous inspection date 7 July 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The owner/managers are ambitious and demonstrate a commitment to improving the service they provide for children. Self-evaluation is secure and there are well-chosen plans for future improvement.  The thoughtfully planned environment provides the children with plenty of things to spark their curiosity. They eagerly make their own choices and demonstrate they are developing skills that help them to be active and exploratory learners.  The key-person system is effective. Children and parents are warmly welcomed and good relationships have been established. Children feel safe and they arrive eagerly, settle quickly and play with purpose.  Staff help children to behave well. They are good role models and use simple explanations to help children develop considerate and safe behaviours. For example, when children kick their wellington boots up in the air, staff ask them to think about what may happen. This helps children understand about how they may harm others

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This provision is good

unintentionally and the need to take care.

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It is not yet outstanding because:

 Staff do not always gain as much information as possible from parents about what children know and can do when they first start at the setting to help them gain the most accurate assessment and assist their planning for children's next steps in learning.  Opportunities are sometimes missed to extend children's understanding of the benefits of the food they eat and the impact exercise has on their bodies.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 gain more information from parents about what their children know and can do when they start at the nursery to further support staff to plan even more effectively for children's future learning  support staff to provide even more opportunities to help children widen their knowledge and understanding of the benefits of a healthy diet and exercise.

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Inspection activities

 Prior to the inspection, the inspector viewed the previous report and information held by Ofsted.  The inspector viewed activities in the playroom and the outdoor area. He observed teaching and interactions between the staff and children.  The inspector spoke with members of staff and children at appropriate times during the inspection. He also took account of the views of parents spoken to on the day of the inspection.  The inspector held meetings with the two owner/managers. He also discussed the self- evaluation arrangements.  The inspector carried out a joint observation with one of the owner/managers.  The inspector looked at children's registration records and planning documentation. He checked the evidence of the qualifications and the suitability of staff working in the setting, and also looked at a range of other documentation.  The inspector checked the arrangements for first aid trained staff and their

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Effectiveness of the leadership and management is good

The setting is well organised and kept safe and secure. All staff hold relevant childcare qualifications and receive ongoing support and targeted training, which has a positive impact on children's learning. Additional funding to support those children most in need is used effectively. For example, staff have accessed training, such as developing early writing as one of the ways to support children close gaps in their learning. Regular supervision and reflection is helping to raise the quality of teaching steadily so that it is consistently good. Safeguarding is effective. All staff have a good understanding of the child protection procedures and how to report a concern about the well-being of a child. Parents are happy with the service. Overall, they receive a range of information about the service and to help them support their children's learning. The owner/managers securely monitor the quality of assessment for children's learning on a regular basis.

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Quality of teaching, learning and assessment is good

The playroom entices children to play, explore and learn. Activities and equipment provide children with a broad range of experiences that covers all areas of learning. Overall, staff's planning and assessing for children's individual progress is good and allows staff to identify activities to promote children's next stages of learning. Staff use children's interests to plan activities to foster children's learning. For instance, children explore what happens when they freeze toy dinosaurs in water. They explore how the ice floats and melts. Children are encouraged to be critical thinkers and test out their ideas. They identify tools they may need to break the ice and try these out. Staff stay close to support their safety but allow them time and space to follow their ideas. Staff's animated reading of stories helps children to extend their language for talking. It promotes their social skills as they develop their ability to sit and concentrate as part of a group.

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Personal development, behaviour and welfare are good

Staff have high expectations of what children can do and support them well to be independent. Children are unrushed, which helps them to develop a resilience to keep trying. Children understand about the rules of the setting. They apply 'good marching' rather than running and they show consideration to each other as they learn to take turns with equipment or to undertake tasks. Staff praise children's efforts to help boost their self-esteem. Good use of the limited space outside still allows for differing physical challenges. Children eagerly build with large blocks, balance on the stepping pods and play in the mud kitchen.

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Outcomes for children are good

Children are well prepared for the forthcoming changes in their life, such as their preparation to move on to school. They are eager to try, initiate conversation and listen to others. They excitedly ask questions and enjoy trying experiences, such as searching for letters and numerals on a laptop. They count and use mathematical language securely in their play and discussions. Good use of daily routines ensures they are attending to their own needs well. They choose where they will sit at mealtimes, pour their own drinks and spread their own toast.

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Setting details

Unique reference number EY360771 Local authority Lancashire Inspection number 1055753 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 20 Number of children on roll 30 Name of registered person Sunny Days Playschool & Pre-School Partnership

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reference number

Date of previous inspection Not applicable Telephone number 01772 322039

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reference number

Sunny Days Playschool and Pre-School was registered in 2007. The setting employs three members of childcare staff. Of these, all hold appropriate early years qualifications at level 2, 3 or 4. The setting opens from 9am to 12.30pm on a Monday and Friday, and from 8.30am to 5pm on a Tuesday, Wednesday and Thursday, all year round. The setting provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted 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.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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