Sunshine Pre-School Great Gonerby

Inspection of Sunshine Pre-School Great Gonerby Memorial Hall, Belton Lane, Great Gonerby, Grantham, Lincolnshire NG31 8NB

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children arrive at the setting and show their understanding of the daily routine. They find their name cards from a self-registration table and use these to identify their coat peg. Children take responsibility for their own belongs as they hang up their coats. They independently take their lunch boxes to the correct place. Children who are less confident are supported by caring staff. They show that they are developing trusting relationships with staff. These children leave their care giver and are comforted by the cuddles that they receive. All children soon settle. They enjoy playful interactions with staff and their friends.

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The provision is good

Children develop their imaginations by pretending to be builders. They use their own experiences to guide their play. Children build a wall, so that their 'pet dog' does not escape. They show respect to their friends as they take it in turns to position the bricks. Children work together well as they decide what they need to do next to achieve their goal. They hear mathematical language as a member of staff introduces a tape measure. The children measure their wall as they count and identify numbers on the tape measure.

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need to do better?

n Staff have recognised that because of the COVID-19 pandemic, children have had limited opportunities to mix with other people. As a result, some children have returned to the setting feeling anxious. The manager uses additional funding to provide activities for children to support their emotional well-being. She has arranged for children to participate in a weekly yoga class. This exercise allows children to relax and practise mindfulness. It gives children an opportunity that they do not receive elsewhere. n Staff help children to develop their communication and language in a variety of ways. They use simple Makaton signs as a visual aid to reinforce words that they are using with children. Staff correct children's mispronunciation of words through repeating sentences back to them. They use open-ended questions to allow children the opportunity to extend their dialogue further. Staff celebrate the new words that children use on a 'language tree', such as the word

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need to do better?

'chrysalis'. These strategies are helping children to become confident communicators. n The manager provides opportunities for staff to extend their knowledge and improve their practice. Staff have completed training to help them support children's literacy development through physical activities. They use the information they have learned to teach children how to form the figure of '8' during a dance activity. Children then develop their knowledge further as they use crayons to make the same movement when drawing on large pieces of paper. They show pride in their achievements as they successfully draw the

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need to do better?

6 May 2022 number eight. n Staff provide activities to help children develop their small-muscle skills. They use a favourite storybook to theme an activity where children prepare fruit to taste. Children practise using a safety knife. However, staff do not always consider how to best support children's development during this activity. They provide some fruit which children cut based on the story, not on children's varying abilities. Some children struggle as they find an apple difficult to hold and cut. They get frustrated as they cannot achieve the task on their own, but staff are on hand to help children complete the activity. n Children develop physical skills and learn how to manage risks safely as they play. Staff support children as they climb and jump from a climbing frame outside. They remind children not to overtake the child in front as they attempt to climb to the top. Children count 'One, two, three' and then jump and land

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need to do better?

firmly on both feet. Children learn how to move their bodies safely, so that they do not injure themselves during this activity. n Children behave well because staff are good role models. Staff remind children about the pre-school rules, such as not to throw sand. Children respond and follow these instructions well. This creates a positive learning environment. n Staff ensure that the provision is fully inclusive. For example, all children use dairy-free butter on their toast at snack time. This means that children with special dietary needs, such as allergies, feel included and valued.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know the signs to look out for which could suggest a child is at risk of harm. They know what to do if they have a concern of this nature. Staff know the procedure to follow if they are concerned about the conduct of a colleague. Staff regularly update their knowledge around topics, such as domestic abuse and female genital mutilation. Staff use risk assessments to make sure children play in a safe environment. They remove any hazards before children play. Staff teach children how to keep safe. For example, children learn about road safety. The manager ensures the ongoing suitability of staff.

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should:

n support staff to plan a coherent curriculum which guides children to successfully develop skills, such as cutting.

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Setting details

Unique reference number 2579526 Local authority Lincolnshire Inspection number 10238462 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 32 Number of children on roll 38 Name of registered person Sunshine Pre-School Great Gonerby Cio

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reference number

Telephone number 07908428334 Date of previous inspection Not applicable

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Information about this early years setting

Sunshine Pre-School Great Gonerby is situated in Great Gonerby, Gratham, Lincolnshire. It is open Monday to Friday from 8am until 3pm, term time only. The setting employs nine staff, of whom one holds qualified teacher status, six hold relevant level 3 qualifications, and two hold relevant level 2 qualifications. The setting provides funded education for two-, three- and four-year-old children. It cares for children with special educational needs and/or disabilities and those who speak English as an additional language.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children spoke to the inspector about what they enjoy to do at the setting. n The inspector spoke to staff at appropriate times throughout the inspection, and took account of their views. n The inspector talked to five parents during the inspection who shared their views about the setting. n The inspector and manager carried out a joint observation of a group activity. n The manager showed the inspector a sample of documentation on request. n The inspector reviewed evidence of the suitability of staff working in the setting.

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Inspection activities

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.

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Inspection activities

6 May 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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