The Young Ones

Inspection of The Young Ones Preston School, Monks Dale, YEOVIL, Somerset BA21 3JD

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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

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The provision is inadequate

Leaders and staff do not have the skills they need to provide all children with clear boundaries and behaviour expectations. This has created a chaotic atmosphere that disrupts children's learning and engagement. Rules are not applied consistently. Staff's weak behaviour management leaves children struggling to regulate their emotions and meet staff's expectations.

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The provision is inadequate

The design and delivery of the curriculum for personal, social and emotional development is weak. Leaders and staff do not provide children with the support they need to learn right from wrong, build positive relationships, and understand and manage their feelings. Children do not learn to resolve conflicts, which negatively impacts on their safety and learning.

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The provision is inadequate

Although staff have agreed strategies in place to support children with special educational needs and/or disabilities (SEND), they do not use them to help these children to remain calm and understand expectations. For example, to avoid conflict, staff allow some children to eat earlier than expected. They do not explain using the visual aids they have so that children can begin to understand what happens next in the routine. Consequently, children do not understand routines or what is expected and when. This then confuses other children, who think they can eat early.

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need to do better?

n Leaders and staff do not provide children with the support they need to express their needs and emotions, which leads to children being frustrated and displaying challenging behaviour. When conflicts arise, staff do not help children to understand and talk about their feelings. This means children do not learn to use language to express and manage their emotions. As a result, some children push others, snatch toys and shout at each other, which creates a chaotic learning environment. n Leaders and staff do not help children to learn right from wrong and build positive relationships with others. For example, when children push each other, staff say 'no' and move those who have been hurt away. Staff do not explain the impact of children's actions on others to help them form positive relationships and learn good social skills. n Staff support children to develop some aspects of their communication skills by

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need to do better?

introducing new vocabulary and including children in discussions. Children learn to name objects and recall some previous learning. However, as some children struggle to communicate their needs, they become frustrated, and their behaviour deteriorates, meaning opportunities for learning are lost. n Children benefit from regular opportunities to develop physical skills. They swing

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need to do better?

4 June 2025 on the rope swings and bounce on trampolines, strengthening their core muscles. Staff provide different-sized bikes to suit children at different stages and encourage them to push heavy wheelbarrows. This provides children with the opportunity to challenge their bodies physically. n Leaders and staff change routines suddenly and give unclear instructions, which confuses children. For example, staff sit children for meals, then ask them midway to get their water bottles. Children are unsure what to do with the conflicting messages. They leave the table and become distracted by nearby toys and start playing with them. Children show frustration and unsettled behaviour, highlighting weaknesses in the staff's behaviour management. It also disrupts children's ability to follow routines and focus on tasks, which limits their independence and attention.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Due date

ensure leaders and staff receive support, coaching and training to improve their understanding and skills to manage children's behaviour appropriately and consistently 25/06/2025

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Due date

ensure that the curriculum for personal, social and emotional development enables staff to support children to learn to manage their emotions and feelings, learn right from wrong and develop positive relationships with others 02/07/2025

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Due date

ensure leaders and staff have the skills to be able to meet the learning needs of those children with SEND 02/07/2025

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Due date

4 June 2025 implement and organise routines in a way that ensures children know what to expect and when, to enable them to manage the changes calmly and positively. 13/06/2025

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Setting details

Unique reference number EY365283 Local authority Somerset Inspection number 10406070 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 26 Number of children on roll 96 Name of registered person Bowditch, Jane

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reference number

Telephone number 01935 433 365 Date of previous inspection 12 March 2020

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Information about this early years setting

The Young Ones is a privately owned setting and registered in 2007. It operates from a self-contained classroom situated in the grounds of Preston Comprehensive School in Yeovil, Somerset. It is open Monday to Friday during term time from 9am until 4pm, with out-of-school care offered from 3.15pm until 6pm. There is also a play scheme operating Monday to Friday from 8am to 6pm during the school holidays. The setting receives funding to provide free early education for children. There are four members of staff, all of whom hold an early years qualification at level 3.

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Inspection activities

n The manager and inspector completed a learning walk and discussed the early years curriculum. n The inspector spoke with the nominated individual about the leadership and management of the setting. n Leaders and staff spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between staff and children. n The inspector carried out a joint observation of a group activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of the staff. n The inspector talked to staff at appropriate times 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

4 June 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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