Puffins Preschool

Inspection of Puffins Preschool 120 Southbourne Road, Bournemouth BH6 3QJ

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Overall effectiveness Inadequate

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

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The provision is inadequate

Children's safety and well-being are put at risk because the designated safeguarding lead (DSL) does not consistently follow safeguarding policies and procedures to protect children from harm.

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The provision is inadequate

Leaders do not ensure that the curriculum meets the needs of all children. Expectations for all children are the same, regardless of their age and stage of development, and, as a result, toddlers do not receive targeted input from staff to build on what they already know and can do. Staff concentrate their interactions on the older children. Leaders do not ensure that staff are deployed effectively enough to support the youngest children to engage fully in the learning opportunities offered to them. At times, these children wander around without the support they need to immerse themselves in learning.

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The provision is inadequate

Children arrive at the pre-school happy. They separate from their parents with ease. Children across the setting independently choose what they want to play. Staff focus on supporting children's emotional development. They are warm and caring and take prompt and timely action when children become unwell at the pre- school. New children settle quickly. Staff support children to behave well. Children are learning to take turns and share resources.

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need to do better?

n Leaders do not ensure that all safeguarding issues are managed effectively. Although staff know the procedures to follow if they have concerns about a child's welfare and how to record and report their concerns, the DSL does not always act on these concerns and report them promptly to the relevant agencies when needed. n The curriculum focuses on getting older children ready for school and does not include learning outcomes to support the younger children to enable them to achieve. Staff plan activities to support older children's learning and development. For example, pre-school children explore play dough, where they pinch and roll the dough, developing the muscles in their hands in preparation for writing. However, staff do not plan how best to support the toddlers to help them get the most out of their learning. Younger children do not get the challenge they need to be active learners, or to explore and investigate fully, to

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need to do better?

help them make good progress across all areas of learning. n Leaders do not always organise staff well to meet the younger children's learning needs. Frequently, staff focus on daily routine tasks. Toddlers mix with pre-school children for most of the day. During these times, children do not receive the attention, interaction and focus they need from their key staff. n Staff encourage children to be independent in readiness for their move to school.

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need to do better?

8 February 2024 Children confidently wash their hands when they arrive and before mealtimes. Staff support older children to learn how to set the table for their friends and to put on their coats before outdoor play. Children are learning to follow daily routines, such as tidying up and sitting down for circle times. n Staff acknowledge children's cultural backgrounds. They plan activities that reflect the festivals and events that children celebrate at home, such as Chinese New Year. Children have opportunities to learn about different foods. n Leaders welcome guidance and support from the local authority to enable them to identify ways in which some improvements can be made. This has helped them to find ways to make mealtimes more of a social occasion for all children. They provide low chairs that allow toddlers to sit at the table with the older children, enabling all children to talk together while they eat.

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need to do better?

n Staff receive regular supervision, which focuses on some aspects of their development and training needs. While leaders observes staff as they work with children, they does not robustly identify the weaknesses in staff practice. n Staff work well with parents to provide children with consistency in their care. Parents say the low staff turnover makes them feel confident that staff know their children well. Parents state their children have settled in quickly and have increased their social skills since starting pre-school.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

ensure that any safeguarding concerns are reported to the appropriate agencies in a timely manner to help protect children from harm 09/02/2024

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Due date

design and implement a broad and balanced curriculum, with particular regard to the toddlers so that they receive targeted learning opportunities that help them to make good progress across all areas of learning 15/04/2024

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Due date

8 February 2024 deploy staff more effectively to meet the needs of all children so that they receive the support and interactions they need to actively engage in purposeful learning. 22/02/2024

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Setting details

Unique reference number EY278341 Local authority Bournemouth, Christchurch & Poole Inspection number 10312329 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 26 Number of children on roll 39 Name of registered person Puffins Pre-School Committee

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reference number

Telephone number 07745275079 Date of previous inspection 26 April 2018

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Information about this early years setting

Puffins Preschool registered in 2004. It is located in Southbourne, in Bournemouth, Dorset. The pre-school is open during term time only, from 8am to 4pm, Monday to Thursday, and 9am to 3pm, on Friday. It receives funding to provide free early years education for children aged two, three and four years. There are six members of staff. Of these, five have an early years qualification at level 3 and one has a level 2 qualification.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The manager, deputy and inspector completed a learning walk together and discussed the early years curriculum . n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of an activity with the manager. n The inspector looked at relevant documentation and reviewed the evidence of the suitability of staff working in the pre-school. n Parents shared their views of the setting with the inspector.

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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

8 February 2024 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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