Sunshine Pre-School

Inspection of Sunshine Pre-School Church of the Epiphany, Merton Drive, Droylsden, MANCHESTER M43 6BH

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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 Good

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The provision is good

Children arrive at the setting eager to play and interact with their friends. Staff warmly welcome them and help them to settle in and get busy exploring the environment within pre-school. Children very clearly demonstrate that they feel safe and secure with staff. The happy, relaxed atmosphere helps children to settle quickly. When children require emotional support, staff provide nurturing cuddles, which calm and soothe them.

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The provision is good

Managers and staff are ambitious for all children and support them well. All children, including those with special educational needs and/or disabilities (SEND), make good progress. The well-designed curriculum supports all children's learning. Children are inquisitive and eager to have a go at new experiences. For example, they are delighted to see dinosaurs trapped in ice, which they can explore. They concentrate on trying to free them from the ice. Staff model words such as 'cold' and 'smooth'. This introduces children to new language and supports them in developing their speech.

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The provision is good

Children's behaviour in this setting is excellent. Staff have taken care to teach children positive behaviours and routines. They help children to build on these skills as they grow and move through each room. For instance, staff adapted circle times for different age groups and differing needs. As a result, older children are able to listen carefully and benefit from the high-quality teaching. This prepares children well for their transition to school.

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need to do better?

n Staff have a good understanding of their curriculum and how children learn. Overall, they plan a rich and varied selection of well-organised activities to encourage children to explore and build on what they already know. This helps children to make good progress. n Support for children with SEND and those who may be at risk of falling behind is extremely good. The special educational needs and/or disabilities coordinator (SENDCo) works closely with families, staff and other agencies involved in children's care. Leaders and staff are quick to implement specific and personalised support to ensure that these children's needs are met. This enables children with SEND to benefit from highly effective support with their ongoing progress. The effective use of additional funding enables children to access high- quality care and learning opportunities throughout their time at the pre-school. n Staff teach communication and language skills very well. For example, pre-

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need to do better?

school children take turns in a circle-time activity, which gives every child the opportunity to take part and practise their speaking skills. n All children make good progress. Staff are very knowledgeable of each child's

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need to do better?

24 May 2024 and family's needs. This includes children who require additional support or who speak English as an additional language. Activities are provided with a focus on supporting each child's unique needs. The children settle well, feel safe and secure, and enjoy their time at pre-school. n Staff encourage children to be independent. For example, children know where to store their belongings and where to access tissues. Staff promote children's good health by teaching them about handwashing before they eat. Children learn important life skills. n Staff work closely with parents to help them provide nutritious meals for their children. For example, the children eat a range of fruit and have a choice of water or milk. Parents are given suggestions for healthy options for lunch boxes. This supports children's good physical health. n Staff support children to develop their social skills and work together. Children

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need to do better?

take turns in collecting fruit at snack time. This helps children to learn about other people's needs. n Partnerships with parents are strong. Parents leave glowing testimonials that praise the staff team. They feel supported with how to help their children at home and receive regular updates about their children's learning. n The manager works very closely with her well-established team. Staff say that they enjoy working at the setting and there is a culture of respect and good communication between staff. The manager meets regularly with staff to offer advice and support. However, she has not fully established arrangements to identify any gaps in staff's knowledge and target staff's professional development to continue to refine the quality of teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture that puts children's interests first.

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should:

n strengthen and enhance supervision arrangements to support staff's professional development needs, knowledge and skills.

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Setting details

Unique reference number 312371 Local authority Tameside Inspection number 10335402 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 27 Name of registered person Sunshine Pre-School (Droylsden) Committee

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reference number

Telephone number 0161 612 0069 or 0161 292 7356 Date of previous inspection 14 June 2018

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Information about this early years setting

Sunshine Pre-School registered in 1980 and operates in Droysden. The pre-school employs seven members of childcare staff. One member of staff holds early years professional status, three members of staff hold appropriate early years qualifications at level 3, and one member of staff holds a level 2 qualification. The pre-school opens from Monday to Friday during term time. Sessions are from 8.30am until 2.30pm. 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 pre-school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the pre-school. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The SENDCo spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between staff and children.

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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

24 May 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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