Puffins at Westcliff

Puffins at Westcliff

Unique reference number (URN): 2839866 Address: School Bungalow, First Avenue, Dawlish, EX7 9RA Type: Childcare on non-domestic premises Registered with Ofsted: 21/03/2025 Registers: EYR, CCR, VCR Registered person: Puffins of Exeter Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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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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Achievement Strong standard

All children achieve well. They receive the right support at the right time and make rapid progress from their starting points. Children are confident and motivated learners. Staff equip children with the skills and knowledge they need to excel in their next stage of learning. All children demonstrate high levels of engagement and sustained concentration in their play. Children who face barriers to their learning thrive. Children become confident, competent communicators. They share their thoughts, ideas and needs and listen superbly to their friends. Children are developing their language skills and learn and use new words in their play. Children's physical development is impressive. Babies confidently sit, crawl and climb. They confidently explore their play space, negotiating their friends as they move around. Toddlers develop their control and coordination as they create stamp paintings. Pre- school children build enclosures to play inside. They develop balance as they ride scooters

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Achievement Strong standard

and balance bikes and manage risks as they check for obstacles before riding down a slope.

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Achievement Strong standard

Children enjoy helping and supporting each other to learn. Staff encourage this with children of all ages, and children in pre-school demonstrate this consistently. For example, as children play a matching game with small bears, they explain the rules of the game to their friends and help them match the colour of the bear to the one they spin on a wheel. Children show such levels of focus and engagement and praise each other as they take turns.

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Behaviour, attitudes and establishing routines Strong standard

Children behave exceedingly well. Leaders and staff create a calm, nurturing learning space for babies and provide children of all ages with learning experiences that engage, motivate and promote positive attitudes towards learning. Children arrive happy and eager for the day ahead. They settle swiftly and engage in purposeful play quickly and confidently. Staff establish consistent daily routines that children quickly become familiar with and enjoy following. They model expected behaviours clearly and use simple, consistent signals, such as asking children to 'freeze'. Children listen to staff. They model and whisper 'copy' as they place their hands on their own head, clearly proud of their efforts.

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Behaviour, attitudes and establishing routines Strong standard

Staff are quick to praise children's positive behaviours, and children are eager to please. They are highly motivated learners. Children show confidence in routines as they tell visitors that group time follows resetting the room. Children work together to tidy and care for their environment. They then excitedly explain, 'We will share our stories. It is so much fun.'

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Behaviour, attitudes and establishing routines Strong standard

Staff help children to develop into inquisitive, curious learners. Children show confidence, asking questions to further their knowledge and understanding. For example, when toddlers enjoy a visit to the park, they develop road safety skills as they ask each other, 'Can you see or hear any traffic?' Older children support younger ones as they say, 'Walk across the road. Don't run.' As children see a building site on their walk, they ask each other what the big hole is for and listen to each other as they share ideas, such as, 'You hide inside' and, 'They dig for treasure!' Staff praise children's thoughts and ideas. Leaders work closely with families to promote attendance, adapting sessions and support to best meet the needs of children. This ensures a shared understanding of the importance of regular attendance in helping all children achieve and thrive.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's wellbeing and welfare. They know the families they serve well and are swift to respond to changes in circumstances at home that could challenge children and families. Leaders and staff are proactive in sensitively offering support. Staff help children of all ages to recognise, express and manage their emotions. This promotes children's confidence to share their feelings with staff and increases wellbeing. There is a real community feel, with the children at the heart of every adaptation or tweak in procedure or practice. For example, leaders adapt lunchtime routines so they further promote children's independence and provide an enjoyable, calm eating experience. Staff provide children with a high-quality mealtime that exemplifies the community ethos of the setting. Staff support children's health and wellbeing superbly. They work in partnership with parents to promote

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Children's welfare and wellbeing Strong standard

healthy eating, and children enjoy nutritiously balanced hot meals made on site.

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Children's welfare and wellbeing Strong standard

Leaders and staff focus on building children's social skills and emotional resilience. Staff form close bonds with children, which helps them thrive. Staff promote self-care routines well with all children. Older babies enjoy washing their hands ready for lunch. Toddlers enjoy helping apply their own sun cream and enjoy telling their friends, 'I won't burn now.' Pre- school children develop confidence and independence in using the toilet without assistance. As they wash their hands, they chat with each other about the importance of using soap to kill germs. Staff help children to recognise how their skills develop as they grow. They praise how thoroughly they can wash their hands now without any help. Staff teach children the importance of oral hygiene. Children take part in daily teeth brushing, where staff model technique and children thoroughly enjoy brushing for the duration of the sand timer.

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Curriculum and teaching Strong standard

Leaders have a clear curriculum intent. They share this effectively with staff, and the team all prioritise promoting children's confidence, independence and communication skills. All children enjoy a high-quality and ambitious curriculum that is well planned and sequenced and consistently builds on what children already know and can do.

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Curriculum and teaching Strong standard

Staff support children's language and communication skills to flourish. They model vocabulary well and extend children's knowledge and skills through high-quality interactions as they play and learn. Staff have comprehensive knowledge of all children they care for. They adapt teaching highly effectively to meet the needs of all children, including those who face additional barriers to learning. Through these thoughtful adjustments, staff help every child make secure progress from their individual starting points.

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Curriculum and teaching Strong standard

Staff support children's early mathematical skills well. Babies explore number as staff draw attention to the fish in the tank. Toddlers enjoy counting their steps as they travel across a bridge on their outing at the park. Pre-school children focus intently as they pour and scoop rice into bowls, with staff encouraging them to work out how many spoonfuls they have used. Staff promote children's literacy skills well. Children of all ages enjoy regular story times. Children in pre-school are confident communicators and excitedly create their own stories with staff. Staff model story sequencing language as they ask questions, such as, 'What happens next?' Staff help children's personal, social and emotional skills to grow. They narrate children's stories, and children work together putting actions to their words.

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Inclusion Strong standard

All children show a real sense of belonging at this highly inclusive setting. Leaders are swift to recognise barriers that children may have in their development. They meticulously assess children's learning and are proactive in ensuring that targeted teaching meets children's needs. They seek outside agency support as required, and this, alongside adaptive and nurturing quality interactions, best promotes progress for all children. Leaders prioritise staff training and match it well to the needs of children. For example, training on Makaton signing has strengthened staff knowledge in helping children develop into being confident, able communicators.

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Inclusion Strong standard

Leaders and staff monitor children's progress robustly and are quick to support any emerging gaps swiftly. This fosters rapid progress for all children, including disadvantaged children, those with special educational needs and/or disabilities and those known or previously known to children's social care. Leaders use additional funding purposefully to provide targeted support that meets children's needs and supports achievement. All children progress well from their starting points.

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Inclusion Strong standard

Leaders build effective, trusting, positive relationships with families. This helps foster a real community spirit, and children show a secure sense of belonging. Leaders support families superbly, and this helps children enjoy positive learning experiences that prepare them well for their next stage of development.

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Leadership and governance Strong standard

Leaders have clear goals for their provision and are aspirational for every child. They work effectively to best support the learning and development needs of children who attend. Leaders have an accurate understanding of the setting's strengths and areas for development. They are responsive and adapt practice swiftly when they recognise a need to do so. For example, there is a new leadership structure in place to provide coaching and mentoring. This supports staff to deliver consistently high-quality interactions that build on what children already know and can do.

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Leadership and governance Strong standard

Staff wellbeing is high. Staff feel leaders value their contributions and provide training and development that best supports their key children's needs. Staff are confident helping children to progress. The key-person system supports staff and children well.

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Leadership and governance Strong standard

Leaders and staff build working relationships with parents that support all children to thrive. They provide guidance to parents on promoting positive behaviours at home and effective sleep routines. Parents receive frequent updates on progress and know how to further support learning and development at home. Transitions are superbly managed, whether these are into the setting when children start, through the setting as children develop or leaving the setting when moving on to school. They are all carefully considered and meet the needs of each individual child.

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Leadership and governance Strong standard

Partnerships with professionals from outside agencies are highly effective. Staff seek support for all children swiftly, including those who need additional support. This ensures that children receive the right help at the right time.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Leaders create a nurturing, inclusive and welcoming environment. Children arrive happy and excited. They separate well from their parents and carers. Staff greet children warmly, and babies and children settle swiftly with their key person and clearly feel safe and secure. Children show confidence and independence as they select activities to explore. Staff model respect, and children follow their example, sharing well and taking turns as they play. Leaders and staff know the families and children they work with exceedingly well. Leaders adapt induction visits, settling-in sessions and children's first days attending to meet each child's individual needs. This benefits children greatly, and they show a real sense of belonging.

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

Leaders prioritise helping positive relationships between staff and children to flourish. Children are allocated a key person once a bond is clear. This helps children's characters to blossom. They confidently engage with learning and thrive. Leaders and staff know each child's needs and adapt their interactions to fully support these. Staff have high expectations of children's participation and behaviour, and children take joy in meeting these. Children beam as staff praise their effort and independence as they play. Leaders establish routines and adapt these as needed to benefit all children. For example, children progress from baby room to toddler room as and when this meets their learning and development needs. This helps prepare children for their next stage of learning and helps their self-confidence soar.

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

Leaders promote good attendance. They are swift to identify patterns in absence and put effective support in place that increases attendance and helps children develop and progress. Staff support children new to the setting to quickly settle. Staff provide comfort and reassurance and engage children in activities that interest them. For example, babies enjoy looking at bubbles in the fish tank, and, as staff speak excitedly about them, babies giggle. Staff redirect children's attention sensitively as they help them become familiar with the setting. Children increase in confidence and happily move away from staff and enjoy rolling a ball along the floor. Staff celebrate their efforts as they praise and clap. Children smile at this. The care and nurture staff provide helps children build confidence and enjoy positive first experiences of the setting.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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Address:

School Bungalow First Avenue Dawlish EX7 9RA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Puffins of Exeter Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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About this inspection

The inspector spoke with leaders, practitioners, apprentices, parents and carers 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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