Sunshine Pre-school Puriton

Sunshine Pre-school Puriton

Unique reference number (URN): 142905 Address: Puriton Village Hall, Riverton Road, Puriton, BRIDGWATER, Somerset, TA7 8BP Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/1992 Registers: EYR Registered person: Sunshine Pre-School Puriton Committee

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. They do not ensure that the intended recruitment procedures are implemented appropriately. References are not consistently obtained for new staff prior to their employment. This does not ensure that the suitability of those working with children has been determined. Staff are, however, clear on the processes to follow if they are concerned that any child is suffering, or at risk of, abuse or neglect.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff do not have the knowledge and skills to support children when they are struggling to manage their behaviour. They do not help children to learn to recognise their feelings and self-regulate effectively. As a result, some incidents occur when children become frustrated, and this can lead to other children being hurt. Staff role model being kind and taking turns as they play alongside children, and they remind children to have 'kind hands'.

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Behaviour, attitudes and establishing routines Needs attention

Staff promote children's regular attendance to the pre-school through conversations with parents and monitoring attendance. However, due to some issues with staffing and the lack of a deputy, there are times when the pre-school needs to close, and this impacts the care, consistency and education available to children.

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Behaviour, attitudes and establishing routines Needs attention

Most children form warm relationships with staff and enjoy spending time with them. They are beginning to learn how to collaborate and play alongside others. However, children are not consistently supported to develop the skills to get along with their peers when they need to share and take turns with resources. Staff do not always consider children's age, stage of development or individual circumstances when helping them meet expectations. As a result, children do not develop the secure social and emotional skills needed for future learning.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that children's care and learning are tailored to meet their individual needs. Although a key-person system is in place, it is not implemented effectively. Some children do not have a key person. This does not ensure that all children receive the

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Urgent improvement

consistent, individual support they need to feel secure and build relationships. Nevertheless, staff speak to parents about how children are feeling when they arrive. They follow children's routines and parental wishes regarding care practices. Staff recognise when children are getting tired, and they provide space for them to rest. Some children like to cuddle into staff for comfort when they need rest, and staff make sure they can support this.

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Urgent improvement

Staff promote children's health through following routines. They ensure that children have healthy snacks and remind them to drink water throughout the day. Children learn to wash their hands before they eat.

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Achievement Urgent improvement

Children do not develop the skills they need for future learning because the curriculum is ineffective and does not support their development. During group times, children are expected to learn the days of the week and months of the year, even though many struggle with their emotional needs and have delays in their language and communication skills. During these sessions, children struggle to sit still, concentrate or communicate with their peers and adults. As a result, they are unable to express their needs confidently or engage meaningfully in learning.

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Achievement Urgent improvement

Children, including those with special educational needs and/or disabilities, do not gain the learning they require to make progress. Some children struggle to follow instructions and engage with others. Across the provision, children do not develop the language, confidence or early thinking skills needed to support their wider learning. These weaknesses mean children are not well prepared for the next stage of their education or for starting school.

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Curriculum and teaching Urgent improvement

Leaders do not have an accurate understanding of the quality of the curriculum and teaching. They do not ensure that the curriculum is designed or implemented well enough. Children, including those with special educational needs and/or disabilities, do not consistently receive the support and opportunities they need to make progress in their learning. Staff interactions with children are friendly, warm and welcoming, but staff do not have high expectations for children's learning. They do not prioritise key areas of development, including the personal, social and emotional, and communication and language development needs of some children. In addition, the curriculum for mathematics is not effective. On occasion, staff count with children as they climb steps. However, they do not extend this to promote children's mathematical development further.

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Curriculum and teaching Urgent improvement

Staff do not use what they know about children to build on their starting points or tailor teaching to meet individual needs. Although staff assess children's learning, these assessments are not used effectively to check what children know and can do. Practitioners do not use the information to plan purposeful learning. As a result, the curriculum does not equip children with the knowledge and skills they need for future success. Although staff set out resources for children to play with, these are uninspiring, and they do not consider what children need to learn to target their support precisely.

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Inclusion Urgent improvement

Leaders do not take the action needed to reduce barriers to children's learning or wellbeing. Staff assess children's progress and identify those who may need additional support, including those with special educational needs and/or disabilities. However, they do not use their knowledge effectively to ensure that children receive the timely, targeted support needed to make the progress of which they are capable.

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Inclusion Urgent improvement

Leaders and staff do not use the information they receive from parents or other professionals to shape children's learning experiences or guide their next steps. Even when children have specific targets or support plans already in place, staff do not use these to inform their planning or adapt their teaching. Although leaders provide some staff with training, they do not ensure that staff have the knowledge, confidence or guidance needed to work effectively with families, external professionals or agencies.

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Inclusion Urgent improvement

Children who face barriers to their learning often play alone with minimal engagement because staff do not understand how to support them or how to promote their learning. Instead of using effective communication strategies or tailored approaches, staff sometimes resort to chasing children in an attempt to involve them in routines, such as snack time. This not only causes distress for the child but also disrupts the learning of others. Overall, the lack of effective leadership, targeted intervention and informed practice means that children who need additional support are not given the help they require to take part confidently or make meaningful progress in their learning.

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Leadership and governance Urgent improvement

Leaders do not implement safe recruitment procedures, such as securing references for new staff. They also fail to ensure a deputy is in place to lead in the manager's absence. As a result, there are times when there is no clear oversight of daily practice, which negatively affects the care and education children receive. The new staff team members struggle to manage their workload and are not well supported by leaders to make the improvements that are needed. Furthermore, leaders have failed to notify Ofsted of a significant event relating to staff–child ratios. However, they have taken action to put this right. Staff ensure that children are always in sight or hearing.

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Leadership and governance Urgent improvement

Leaders do not ensure that staff receive the support they need to carry out their roles and responsibilities effectively. For example, staff lack the knowledge and skills to implement effective strategies to support children's behaviour. Staff do not receive appropriate training or guidance. Consequently, all children, including those who face barriers to their learning, continue to miss out on the support they need to engage, develop their communication skills and gain the foundations required for future learning.

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What it's like to be a child at this setting

Children's safety and welfare are not fully assured at this pre-school due to significant weaknesses in leadership, staff practice and safeguarding procedures. Leaders do not understand their responsibilities to ensure that statutory requirements are met. They fail to notify Ofsted of significant events relating to the supervision of children. Recruitment procedures are not robust, as leaders do not carry out the necessary checks. Leaders do not ensure that a designated deputy is in place to take charge in the manager's absence, as required. This means that there is no clear line of accountability to oversee the day-to-day running of the pre-school when the manager is not present. Staff do not receive the support they need to fulfil their roles and responsibilities. For instance, new staff do not receive a thorough induction to help them understand the expectations of their role. The key-person system is not consistent or effective.

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What it's like to be a child at this setting

Staff lack the knowledge and confidence required to carry out their duties effectively, which further undermines the quality of care and safeguarding practice in the setting. Children do not receive the education, individualised care and support that they need. For instance, when children struggle with managing their behaviour, there are no consistent strategies to help them. Leaders and staff do not use the information that they gather, through assessment and discussions with parents, to provide children with a curriculum to help them gain the skills that they need for future learning. Despite this, children arrive happy. They enjoy playing physical games outside. Staff provide wellies so children can splash in puddles. Children use the equipment in the garden to climb, and staff remind them how to do this safely. Some children make friendships and enjoy chasing each other around the garden.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure that references are obtained for all staff working with children 18/02/2026

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Action Completion Date

ensure that there is a named deputy in place to take charge in the absence of the manager 27/02/2026

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Action Completion Date

ensure that all children have a key person who is responsible to help them to feel settled and secure and to work in partnership with parents 18/02/2026

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Action Completion Date

ensure that children with special educational needs and/or disabilities receive the appropriate support they need to help them to make progress in their learning 27/02/2026

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Action Completion Date

ensure that the arrangements to manage children's behaviour are appropriate and consistent 27/02/2026

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Action Completion Date

ensure leaders and staff receive the support and training that they need to meet their roles and responsibilities 27/02/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

design and implement a curriculum that is ambitious and meets the needs of all children 27/02/2026

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, designated safeguarding lead, parents and children during the inspection.

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About this inspection

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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Address:

Puriton Village Hall, Riverton Road Puriton BRIDGWATER Somerset TA7 8BP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sunshine Pre-School Puriton Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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