Little Sunbeams Pre-School

Little Sunbeams Pre- School Thornwell Way, Wincanton, Somerset, BA9 9EN

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Inspection date

Previous inspection date 10 April 2018 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

 All children make good progress. Staff provide good support for those who have special educational needs and/or disabilities. They work successfully with parents and outside agencies to be consistent in helping children to catch up in their learning.  The manager and deputy work directly with the staff and children. They are good role models and support staff well. The quality of teaching is consistently good.  Staff work well as a team. The manager deploys them effectively to enable children to make full use of the environment. Children choose whether they prefer to learn indoors or outdoors, and receive good supervision and support from staff.  Children settle quickly, behave well and have positive relationships with staff and each other. They have a good understanding of the staff's expectations and respond well. For instance, when staff ring a bell, children stop and listen, knowing that the staff

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This provision is good

need their attention.  The management team evaluates its provision accurately and identifies further ways to keep improving outcomes for children.

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It is not yet outstanding because:

 Staff do not help older children to assess risks for themselves to extend their understanding of safe practices further.  Staff miss opportunities to encourage children to use books more and understand the types of information they can gain from them, to extend their learning even further.

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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

 help older children to assess risks and solve problems for themselves, to extend their understanding of keeping safe  help children to enjoy an increasing range of books and understand the types of information that can be retrieved from them.

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Inspection activities

 The inspector observed activities and the quality of teaching indoors and outdoors.  The inspector spoke with staff, parents and children, and took account of the provider's development plans.  The inspector checked safeguarding information and the safety of the premises.  The inspector held a meeting with the manager and deputy, and carried out a joint observation.  The inspector sampled documentation, including policies and procedures, children's development records and planning.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff recognise signs that children may be at risk of harm and have a good understanding of the procedures to follow to protect them. There are good procedures to recruit suitable staff and ensure they understand their roles and responsibilities. The manager ensures staff implement their security procedures and risk assessments well to keep children safe and protect their welfare. Through monitoring children's development successfully, the manager identified a weakness in teaching children's mathematical development. Targeted training has significantly improved staff's skills, to consistently help children understand size, quantity and shapes.

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Quality of teaching, learning and assessment is good

Staff observe children well and use the information effectively to plan challenging activities that motivate children to learn. For instance, they looked closely at a real daffodil to paint their own, using hand-to-eye coordination well. Older children knew it had petals and a stem, and needed water to grow, and young children recognised the colours. Staff provide good support for children to develop good listening and speaking skills. Children remain engrossed during whole-group stories, and even the youngest children ask questions to find out what they want to know. Staff listen and respond well to children, engaging them in discussions, acting as good role models for communication skills. Staff encourage children to develop their creativity and imagination well. For example, staff provided cardboard boxes, which young children used as a kennel for their toy dogs and older children used at boats, paddling fast to, 'get away from crocodiles'.

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Personal development, behaviour and welfare are good

Staff meet children's physical and emotional needs well, providing good support for them to recognise and discuss their feelings. Children choose when they are ready to stop their activity and have their snack, which is a social occasion. They have good opportunities to be active and develop their large-muscle skills. For example, children steer balance bicycles around obstacles, roll large hoops and enthusiastically join in with action songs. Staff help them to understand the impact this has on their bodies, and children comment on being, 'puffed out, tired and hot'. Staff encourage children's independence well. For example, young children were very proud of themselves as staff praised their perseverance in doing up their coat. Older children independently wash and dry their hands, and pour drinks.

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Outcomes for children are good

Children develop effective skills that prepare them well for their next stage of learning and school. They are confident communicators, including those learning English as an additional language. Children have good social skills and older children become independent in their self-care. Children explore the good quality resources and use trial and error to find out what they can achieve with them. For instance, young children learn about sizes as they fit different small-world people into vehicles and practise their early writing skills as they chalk outside. Older children recognise some three-dimensional shapes when they use cardboard boxes and tubes to build sandcastles.

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Setting details

Unique reference number EY498347 Local authority Somerset Inspection number 1043523 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 40 Number of children on roll 54 Name of registered person South Street Pre-School Committee

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reference number

Date of previous inspection Not applicable Telephone number 01963 824521

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reference number

Little Sunbeams Pre-School, previously known as South Street Pre-school, registered in 2016 in Wincanton, Somerset. The pre-school operates from 8am to 4pm on Monday to Friday, during term time only. There are eight members of staff. Of these, seven hold an early years qualification at level 3, and one holds a qualification at level 2 and is working towards a level 3. The pre-school receives funding to provide free early education for children aged two, three and four years.

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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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