Sunshine Pre - School

Inspection of Sunshine Pre - School 10 Lewis Road, Sheffield, South Yorkshire S13 8DA

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Overall effectiveness Inadequate

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

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The provision is inadequate

Despite several weaknesses in safeguarding and the delivery of the curriculum, children confidently enter the pre-school. They freely access the indoor and outdoor space and have equipment to help them to develop their physical skills. Children enjoy exploring the bubbles in the garden puddles.

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The provision is inadequate

The curriculum provided is weak, and the quality of education is, at times, poor. The provider and staff are unclear about what they want babies, toddlers and pre- school children to learn. Staff know their key children's backgrounds but do not provide activities that suit their ages and stages of learning or build on what they already know and can do. Children are not adequately challenged and do not consistently receive the necessary support and interaction from staff. This means that children, including children with special educational needs and/or disabilities (SEND), do not make sufficient progress in their learning.

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The provision is inadequate

Nevertheless, children are content and settled. Some children have good relationships with staff, who are warm and caring. Children behave well. Staff promote the rules of the pre-school, such as using 'kind hands'. Older children are self-assured. They happily discuss their recent holidays and flying on a plane when painting pictures.

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need to do better?

n Staff do not have a good enough understanding of the setting's safeguarding policy and procedure. Some staff cannot explain how to identify children who may be at risk of harm. They do not know who to report concerns to or how to recognise children at risk of extremist views or radical ideas. This has the potential to delay any action that may be needed to keep children safe. n Staff working with children do not know their interests and abilities. They do not plan and implement a curriculum to influence what children need to learn next. Younger children are ignored for long periods of time and are not supported in their play. Consequently, play activities and learning opportunities for children are poor. Children do not make good progress in their learning. n Staff do not understand how to support children to learn or develop their language skills. For example, when icing biscuits, staff carry out the mixing of

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need to do better?

icing themselves. They do not encourage children to join in or speak. Staff do not help children to further extend their learning as they play. This results in children becoming bored, disengaged and moving away from the activity. n Staff work with external agencies to support children with SEND, and plans are in place for their care and education. However, staff do not have access to these plans. They are unclear of how to support children with SEND effectively. Children climb doors and run round with objects in their mouths. Children with

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need to do better?

2 August 2023 SEND are not encouraged to join in with any activities, and the gaps in their learning are not addressed. Therefore, children with SEND are not ready for their move to school. n The new provider does not ensure that a manager and a named deputy manager are in place. Furthermore, the provider does not monitor staff's practice well enough to ensure that identified weaknesses in their practice are addressed. Staff do not attend training and are not supported by the provider. There are no plans for improvement in place. Consequently, staff who have a poor understanding of how children learn and develop are not supported to develop their knowledge and teaching skills. As a result, staff's teaching is inconsistent, and activities are not always appropriately matched to children's learning needs. n The pre-school is welcoming to children of all backgrounds, ethnicities and religions. Staff provide children with opportunities to learn about their similarities

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need to do better?

and differences. This supports children's emotional well-being and helps children to understand the local community and the wider world. Parents say they are very happy with the pre-school. They comment that staff are lovely and nurturing.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Some staff are not secure in their knowledge and understanding of the setting's safeguarding procedures. They cannot explain what might give them cause for concern or how to identify children who may be at risk of harm. They do not know what to do if they have concerns about a colleague harming a child. Furthermore, they are not up to date with current child protection legislation. For example, they cannot recognise when children may be at risk of grooming or extremist behaviours. Risk assessments are in place. However, staff do not recognise risks within the playrooms. Children have access to trailing wires and the kitchen area. This is because staff do not lock the door behind them. These gaps in knowledge and staff practice potentially impact children's safety and welfare.

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Due date

ensure that all staff fully understand and implement the setting's safeguarding policies and procedures, including how to identify and report concerns about a child 01/09/2023

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Due date

2 August 2023 ensure that all staff have an up-to-date knowledge of and understand the procedures to follow if an allegation is made about a colleague 01/09/2023

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Due date

ensure that all staff have an understanding of wider child protection concerns, including the 'Prevent' duty guidance 01/09/2023

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Due date

implement effective risk assessment in practice, specifically in relation to the removal of trailing wires and locking the kitchen door, to ensure the areas used by children are safe 01/09/2023

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Due date

ensure that staff implement a suitably challenging and ambitious curriculum that takes account of the individual interests, needs and stages of development of all children, including what they need to learn next 01/12/2023

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Due date

ensure that staff consistently provide the necessary support and interaction with all children to enable them to extend their learning and develop communication and language skills 01/12/2023

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Due date

ensure there are effective measures in place to support children with SEND 01/09/2023

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Due date

ensure there is a manager and a deputy manager in place capable of managing the pre-school 01/09/2023

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Due date

implement effective systems for supervision and coaching to support staff in their ongoing professional development, to improve staff practice and promote consistently good teaching and learning. 01/12/2023

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Setting details

Unique reference number 2732800 Local authority Sheffield Inspection number 10303729 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 73 Number of children on roll 89 Name of registered person Blossom Tree Nursery Limited

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reference number

Telephone number 01142651188 Date of previous inspection Not applicable

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Information about this early years setting

Sunshine Pre-School re-registered in 2023 and is located in Sheffield. The pre- school employs 18 members of childcare staff. Of these, 13 hold appropriate early years qualifications at level 2 or above. The pre-school opens from Monday to Friday, all year round. Sessions are from 7.30am until 5.30pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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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 We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The inspector and a staff member completed a learning walk across all areas of the pre-school to understand how the early years provision and the curriculum are organised. n The inspector held a meeting with the provider and looked at a sample of the pre-school's documents. This included evidence of staff suitability and training. n The inspector spoke with staff and children during the inspection. n The inspector completed a joint observation with the provider. n The inspector spoke to several parents during the inspection and took account of their views.

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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

2 August 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.

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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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