Sweethearts Preschool

Inspection of Sweethearts Preschool Elim Church, 68 Elm Grove, Hayling Island, Hants PO11 9EH

p.1

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Inadequate

p.1

The provision is inadequate

Managers do not ensure that all policies and procedures are effective in keeping children safe from potential harm. This includes responding appropriately to child welfare concerns and supporting children to keep themselves safe during their play. The breaches to the safeguarding and welfare requirements compromise children's safety.

p.2

The provision is inadequate

Staff do not meet children's care needs with sensitivity. For example, staff approach children from behind to check their nappies. Staff do not communicate before doing so, nor do they consider the presence of other children. This does not promote children's dignity or meet their need for privacy.

p.2

The provision is inadequate

Children, particularly the youngest children, do not benefit from quality interactions that enhance their learning. Older children are independent learners and lead their own play. They enjoy spending most of their time on a chosen activity, such as creating and decorating models out of cardboard. However, staff fail to develop children's knowledge and skills through quality and purposeful interactions. Therefore, learning is often incidental. Younger children do not have the same access to activities that capture their interest and reflect their stage of development. This means that they spend a lot of their time wandering aimlessly around the setting. This has an impact on the progress children are able to make from their starting points.

p.2

The provision is inadequate

Despite this, children are happy at the setting and settle well. They form secure relationships with staff, who are kind and caring, and know children's individual characteristics. Staff support children to form friendships. For instance, they facilitate situations which encourage children to listen to one another and take account of each other's views. This helps children learn about respectful relationships.

p.2

need to do better?

n Managers do not have a secure understanding of what constitutes good-quality teaching. They fail to identify potential areas for development when observing staff practice. Furthermore, they do not use staff supervision arrangements effectively to identify and address weaknesses across the setting. As a result, children do not have access to good-quality learning opportunities that enable them to make good progress in all areas. n Staff deployment is not effective in meeting children's safety and supervision needs. Young children go unseen as they pass food they find on the floor to each other. Furthermore, children are able to leave the craft table and climb while holding scissors before staff notice and take appropriate action.

p.2

need to do better?

14 July 2023 n Children do not have access to a curriculum that is ambitious, well sequenced and meets their individual learning needs. This is because staff focus too heavily on following children's interests, rather than incorporating what children need to learn next. This does not ensure children develop a secure foundation for future learning. n The support children receive to develop their early communication skills is variable. Staff do not prioritise or address gaps in children's speech and language through purposeful planning or meaningful interactions. The delivery of strategies for children that need additional support are not followed by all staff. This means that children do not receive the intervention they need to catch up with their peers. However, children do have some opportunities to develop their vocabulary as staff introduce new language, such as 'habitat', as they read stories. n Staff provide children with initial messages about safety but do not extend this

p.2

need to do better?

to ensure children gain an understanding of risk. For example, staff remind children to use both hands when climbing, and to pick up toys from the floor. However, they fail to explain what the risk is and how actions, such as tidying up, can prevent trips. This means that children do not develop a secure understanding of how to keep themselves safe. n Staff have high expectations for children's behaviour. They model kindness and respect, and address unwanted behaviour appropriately. Overall, children behave well and display an eagerness to learn. However, the lack of organisation for some activities means that areas can become chaotic. During these times, young children express their uncertainty as they disengage from their play and seek comfort by sitting on a staff member's lap. Therefore, activities do not support children in developing positive attitudes towards their play. n Children have good opportunities to develop their independence skills. For

p.3

need to do better?

example, children have free access to wipes and mirrors. They concentrate intently as they study their reflection, while carefully cleaning their face after lunch. Older children help prepare snack. They carefully slice fruit and spread butter on their bread. This helps children develop some of the skills they will need for their eventual move to school. n Managers work effectively with some professionals, such as staff at local schools. They use the feedback they receive from teachers to consider what they want children to learn long-term. Parents report that they are happy with the care and learning their children receive; this includes settling-in sessions that are tailored to children's individual needs. Parents receive information to support children's learning and development at home. For example, children have the opportunity to join the library and take books home to share with their families.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Managers, and those who have a lead responsibility for safeguarding, do not ensure that children are protected from potential harm. For example, they fail to

p.3

Safeguarding

14 July 2023 follow safeguarding procedures, particularly in relation to referring child disclosures. This has a significant impact on children's safety and learning outcomes. Managers do not have secure processes to ensure staff who work directly with children are and remain suitable. For example, they do not demonstrate a good level of understanding of what might make a staff member disqualified. Therefore, procedures are not robust and staff's ongoing suitability cannot be assured. Despite this, staff demonstrate a good understanding of the signs and symptoms of abuse and are confident in knowing the procedures to follow should they have concerns about a staff member's conduct.

p.3

Due date

ensure those who have lead responsibility for safeguarding have robust processes to identify and monitor any child welfare concerns and to ensure concerns are reported without delay 04/09/2023

p.4

Due date

improve managers' knowledge of the disqualification criteria, so they are able to robustly assess staff's ongoing suitability and ensure children's safety 04/09/2023

p.4

Due date

ensure monitoring and supervision arrangements are successful at identifying weaknesses in practice and focus precisely on the knowledge and skills staff need to fulfil their roles and support children to make good progress in their learning 04/09/2023

p.4

Due date

improve staff deployment arrangements and ensure these appropriately reflect children's differing ages and stages of development, as well as any risk associated with activities, ensuring children are appropriately supervised. 04/09/2023

p.4

Due date

ensure all staff understand how to plan and deliver an ambitious and well- sequenced curriculum that precisely meets the individual learning needs and development stages of all children 02/10/2023

p.5

Due date

provide children with detailed and age- appropriate explanations to support their understanding of risk and how to keep themselves safe 02/10/2023

p.5

Due date

ensure staff respond to children's individual care needs with sensitivity, while promoting dignity and providing privacy, so that children learn how to keep their bodies safe 02/10/2023

p.5

Due date

enable children to become effective communicators by providing high-quality interactions that consistently and securely promote children's language development. 02/10/2023

p.5

Setting details

Unique reference number 2603164 Local authority Hampshire Inspection number 10278078 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

p.6

inspection

Total number of places 25 Number of children on roll 32 Name of registered person Sweethearts Preschool Ltd

p.6

reference number

Telephone number 07907640877 Date of previous inspection 23 January 2023

p.6

Information about this early years setting

Sweethearts Preschool registered in 2020 and is situated on Hayling Island in Hampshire. The pre-school operates from 8am until 4pm each weekday, during term time only. It accepts funding for eligible two-, three- and four-year-old children. There are five members of staff; all hold qualifications at level 3 or above.

p.6

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and the inspector completed a learning walk together of all areas of the provision and discussed the early years curriculum. n The inspector talked to staff and children at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation and discussed the impact this had on children's learning. n The inspector spoke to a parent during the inspection and took account of their views.

p.7

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.

p.7

Inspection activities

14 July 2023 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.

p.7

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.8

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8