The Young Ones

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

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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 Inadequate

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The provision is good

Children and their families are welcomed by friendly staff as they arrive. Children separate well from their parents at the gate and happily walk down to the setting with staff. They show they feel safe and secure and are ready to learn. For instance, children enjoy sitting with staff, who help them use mirrors to look at themselves to create pictures of their faces using play dough. This supports children's creativity and helps strengthen the small muscles in their hands as they manipulate the dough and use a range of tools.

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The provision is good

Leaders have worked hard since the last inspection to implement changes that have brought about improvement in children's behaviour and how children manage changes throughout the day. For example, children are keen to help prepare the room for snack. They help staff wipe tables, count the right number of chairs for their friends, and use dustpans and brushes to sweep the floor. This helps promote children's independence and helps children understand what is expected of them.

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need to do better?

n Leaders and staff deliver a curriculum that gives children a broad range of experiences to help them develop the knowledge and skills they need ready for school. Staff place a priority on developing children's confidence and building their independence. For instance, children enjoy using knives to safely butter their own toast at snack time. n Staff interact positively with children. They get down to children's level, consistently praise children's achievements, and ask questions to support and extend children's learning. They provide opportunities for children to make decisions and choices about their learning. For example, staff ensure that they ask each child to choose a song they want to listen to during a music and dance session. However, staff are not always clear on what it is they want to teach children and what they want children to know or be able to do. This means they sometimes miss opportunities to fully extend children's learning.

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need to do better?

n Children benefit from the opportunities staff give them to learn outdoors. Children are excited to explore the large garden and use drainpipes to build ramps. Staff join children and ask questions such as, 'Which car travels the fastest?' and, 'Why do some cars get stuck?' This builds children's ability to think and solve problems. It encourages children to focus and concentrate for extended periods of time. n Staff know children well. They use assessment effectively to identify gaps in children's learning and understand when children need additional support. Staff engage with other professionals to ensure that children receive the support they need in a timely manner. This helps all children make continuous progress. n Parents comment positively about the care and education their children receive.

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need to do better?

10 September 2025 Staff work closely with parents from day one. They follow effective and flexible procedures when children start and work closely with parents to understand each child's needs, likes and interests. Staff share regular newsletters with parents. For example, they provide parents with ideas and suggestions for healthy lunch boxes. This helps parents feel involved in their children's learning and supports consistency for children. n Staff understand the importance of developing children's communication and language skills. They regularly read and share stories with children and model the correct pronunciation of words. Staff consistently introduce new vocabulary and give children repeated opportunities to use new words to reinforce their understanding. However, at times, especially during group sessions, staff miss opportunities for younger and less confident children to use their developing

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need to do better?

language skills to express their thoughts and ideas. n Leaders provide staff with regular training opportunities to support their professional development. For instance, staff recently received training on supporting children's personal, social and emotional development. Staff have used this to implement new strategies consistently to help children manage their behaviour in developmentally appropriate ways.

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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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should:

n ensure that staff are clear on what it is they want children to learn and know next so that children make even more progress n provide more opportunities for quieter, less confident children to use their language and communication skills to express their thoughts and ideas.

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Setting details

Unique reference number EY365283 Local authority Somerset Inspection number 10412520 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 123 Name of registered person Bowditch, Jane

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reference number

Telephone number 01935 433 365 Date of previous inspection 4 June 2025

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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 from Monday to Friday during term time, from 9am to 4pm, with out-of-school care offered from 3.15pm to 6pm. There is also a play scheme operating from Monday to Friday, from 8am to 6pm, during the school holidays. The setting provides government-funded places. There are four members of childcare staff, all of whom hold an early years qualification at level 3.

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Information about this inspection

Inspectors Mikaela Jauncey Michelle Heimsoth

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Inspection activities

n An inspector viewed the provision and discussed the safety and suitability of the premises with the manager. n The manager joined an inspector on a learning walk and talked to an inspector about her curriculum and what she wants the children to learn. n Staff talked to the inspectors throughout the inspection and discussed how the curriculum is planned and implemented and how the children's progress is monitored. n The inspectors spoke to parents and took their views into account. n The manager carried out a joint observation of a music and dance activity with an inspector. n The inspectors observed interactions between staff and the children throughout the inspection. n The children spoke to the inspectors.

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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

10 September 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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