Little Acorns Pre-School

Inspection of Little Acorns Pre-School Oakwood Primary School, 170 Pendeen Crescent, PLYMOUTH PL6 6QS

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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 Good

p.1

The provision is inadequate

Significant weaknesses in the leadership and management compromises children's safety and welfare. Leaders do not follow robust safeguarding procedures to act on potential concerns when they occur. Arrangements to oversee the management of safeguarding matters are weak. Leaders do not ensure that information about new committee members is provided to Ofsted for suitability checks to be completed, as required. Additionally, they do not ensure that there is a named deputy manager who can take charge in the manager's absence.

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The provision is inadequate

Although leaders know what they want children to learn, they do not ensure that staff have the skills to deliver an ambitious curriculum that provides children with the challenge and engagement they need. Generally, learning opportunities do not build effectively on what children already know and need to know next as staff's expectations for what children can achieve are often low. At times, staff do not support children to remain engaged in learning, and children quickly move on to another activity. Leaders do not ensure that the progress check for children at age two years is completed, as required. Children with special educational needs and/or disabilities (SEND) do not receive the targeted input and support they need to achieve and close gaps in their learning.

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The provision is inadequate

Children develop warm relationships with staff. Staff take the time to get to know about children's lives outside of the setting and talk to them about the things they do with their families. Staff are kind, and children enjoy spending time with them.

p.2

need to do better?

n Leaders do not ensure that they continue to meet the early years foundation stage requirements, leading to numerous breaches of requirements. They have not followed expected safeguarding procedures to protect children from harm when there was an incident last year. They did not keep appropriate records or contact the local authority safeguarding team as per expected procedures. They are unable to monitor any patterns of possible abuse due to poor record- keeping. Those with oversight of safeguarding do not monitor possible concerns to ensure that they are acted on promptly and appropriately. n Leaders do not notify Ofsted when there is a change to committee members. This means Ofsted have not been able to complete the required suitability checks for those with oversight and governance of the setting. n Leaders do not provide effective support, coaching and training for staff. As a result, staff and leaders do not undertake their roles and responsibilities as well

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need to do better?

as they could to provide children with the targeted support in their care and education they need. The lack of support hinders their ability to make continuous improvements to practices across the setting.

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need to do better?

31 March 2025 n The delivery of the curriculum is weak. Staff are unclear how to link activity planning and support to build on what children already know and need to learn next. Children do not receive the challenge they need to achieve their potential. For example, although staff provide some opportunities for children to become independent over time, they do not apply this consistently and often do things children could do for themselves, such as putting on art aprons. Additionally, when helping children to learn about floating and sinking during an activity, staff do not extend the older children's thinking beyond the concept of heavy or light, which they already understand. n Leaders do not have a secure knowledge and understanding of how to support children with SEND. They do not always communicate their concerns effectively with parents to help ensure a consistent approach to supporting children. They

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need to do better?

do not always make prompt referrals to other agencies to ensure that children receive the targeted support they need. As a result, children do not make good progress from their starting points. n Staff do not help children foster positive attitudes to learning. Children are keen to play alongside staff. However, staff often ask children to wait for long periods before they are allowed to join in activities. At other times, staff take children away from an activity they are engrossed in to take part in another less meaningful task. n Children are confident communicators. They enjoy listening to staff read books and respond well to questions about stories. Children happily take part in group singing times and join in with words and actions. Staff warmly praise children for taking part.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

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

p.3

Due date

ensure that those with a safeguarding lead understand and follow the correct procedures, in line with local reporting requirements, when there is a potential safeguarding concern, to protect children from harm 02/04/2025

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Due date

31 March 2025 ensure that robust arrangements are in place to oversee safeguarding matters so that any concerns about the children can be monitored and reported promptly 02/04/2025

p.3

Due date

provide Ofsted with information about changes to committee members, so they can complete the relevant suitability checks 07/04/2025

p.4

Due date

ensure that there is a named deputy manager who can take charge of the setting in the manager's absence 07/04/2025

p.4

Due date

ensure that the progress check for children at age two years is completed, in line with requirements, to include the parents and provide a written summary of their child's development in the prime areas of learning 28/04/2025

p.4

Due date

provide leaders and staff with the support, coaching and training they need to undertake their roles and responsibilities effectively to improve the quality of children's experiences 28/04/2025

p.4

Due date

improve the arrangements to support children with SEND so that they receive the targeted support and input they need to make the best possible progress in their learning and development 12/05/2025

p.4

Due date

improve the delivery of the curriculum so that staff provide children with the targeted support they need to challenge and engage them in meaningful learning that builds on what they already know and can do. 12/05/2025

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Setting details

Unique reference number 117194 Local authority Plymouth Inspection number 10388238 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 20 Number of children on roll 20 Name of registered person Little Acorns Pre-School Committee

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reference number

Telephone number 01752 204082 Date of previous inspection 3 July 2019

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Information about this early years setting

Little Acorns Pre-School registered in 1995 and is located in Plymouth, Devon. It is open Monday to Thursday, from 8.45am to 3.15pm, and on Fridays, from 8.45am to 12.45pm, term-time only. There are three members of staff, two of whom hold an appropriate level 3 qualification and one who holds a childcare qualification at level 2. The setting offers government funded childcare places.

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Inspection activities

n The manager and the inspector discussed how they organise their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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 Staff spoke to the inspector about how they support children with SEND. 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 manager and the inspector carried out a joint observation of an activity in the outdoor area. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the pre-school.

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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

31 March 2025 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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