Shoreham Preschool LTD

Shoreham Preschool LTD

Unique reference number (URN): 2759890 Address: Swiss Gardens, Swiss Gardens, Shoreham by sea, West Sussex, BN43 5WH Type: Childcare on non-domestic premises Registered with Ofsted: 09/01/2024 Registers: EYR Registered person: Shoreham Preschool 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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Behaviour, attitudes and establishing routines Strong standard

Leaders have high expectations for children's behaviour. Staff and children are highly respectful of one another and relationships are remarkably positive. For example, children seek out staff for comfort and reassurance when they need support to regulate their emotions. Staff promote children's understanding of different rules and responsibilities. Children demonstrate a secure understanding of this. They use sand timers appropriately and tidy up their toys after playing with them. Staff adapt their approach to expectations to ensure they are delivered in an age and stage appropriate way.

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Behaviour, attitudes and establishing routines Strong standard

Children have highly positive attitudes to learning. They engage in activities happily and enjoy interactions from staff who know them well. Staff support children to learn secure social skills such as sharing and taking turns. As a result, children play harmoniously. For example, they collaboratively play group games with one another and understand how to wait their turn.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have developed a robust approach to attendance. They work closely with families who may face barriers to their attendance. Leaders highlight the importance of punctuality and regular attendance with parents to help children learn about routines in preparation for school.

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Children's welfare and wellbeing Strong standard

Leaders promote an environment that is inclusive and fully supports children's welfare and wellbeing. The curriculum focuses on developing children's sense of identity so that they feel valued as an individual. Children feel safe with nurturing staff that know them well. They settle quickly when they arrive and have access to a broad range of activities that have been set-up to engage children's specific interests.

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Children's welfare and wellbeing Strong standard

Hygiene routines are carried out with the utmost care and respect. Staff talk kindly with children about changing their nappies. They ensure that these sensitive interactions are language rich throughout as they chat and giggle with children.

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Children's welfare and wellbeing Strong standard

Children have continuous access to the inspiring outdoor environment. Leaders have been mindful to represent areas of learning in all spaces in the provision, to support those who might learn better outside.

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Children's welfare and wellbeing Strong standard

Staff support children to develop secure independence skills. Children learn about their own health and begin to make healthy decisions for themselves. For example, they recognise the importance of brushing their teeth and the impact that a high sugar diet might have on their health.

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Inclusion Strong standard

Leaders have developed highly effective systems that ensure children's individual needs are identified promptly. For example, they assess children's stage of learning when they first start and engage with parents to understand children's previous experiences to plan for what they need to know next. Staff get to know children remarkably well and ensure that secure support is in place for children with special educational needs and/or disabilities (SEND).

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Inclusion Strong standard

Staff are highly in tune with children's age and stage of development and recognise how to appropriately adapt activities so that all children can benefit from learning experiences. Leaders provide staff with access to specific training to enhance their awareness of children's different needs and increase their understanding of how to implement effective strategies to support children with SEND.

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Inclusion Strong standard

Leaders also identify other groups of children that may need additional support, such as those who are known or previously known to children's social care, children with English as an additional language or children that face other barriers to their wellbeing.

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Inclusion Strong standard

Leaders establish secure partnerships with other professionals to support them to implement effective interventions that ensure children's continued progress. Through this highly inclusive practice, staff make an impactful difference to children's outcomes.

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Leadership and governance Strong standard

Leaders are passionate about the high quality, inclusive education they provide at their setting. They have been working closely with families to further enhance the effectiveness of their partnerships with parents. As a result, parents explain that they feel extremely well informed about children's progress and know what they are currently working on in the setting. Staff also support parents to extend this learning at home. Leaders have also ensured that these valuable partnerships with parents allow them to gather meaningful feedback to continually drive forward improvements.

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Leadership and governance Strong standard

Leaders are extremely mindful of staff well-being. They have created an open culture where staff feel that they can share any concerns about workload or responsibilities if they need to. Staff also discuss how their professional development is well supported by leaders. For example, staff receive specific training to help them to understand how to use different teaching strategies, to support children with special educational needs and/or disabilities. Leaders effectively identify improvement priorities across the provision and take action to continually strengthen the education delivered to children.

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Leadership and governance Strong standard

Leaders develop secure channels of communication with other professionals. For example, they work closely with local schools and special educational needs co-coordinators to ensure all children receive the right support for their transition for school. Leaders have also established partnerships with other professionals involved in children's care to ensure they consistently receive a shared approach to their education and care.

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Achievement Expected standard

Children are suitably prepared for the next stage of their education. They benefit from a broad curriculum that extends their experiences. Children are confident communicators. They build secure language skills that enable them to ask questions and initiate conversations with peers and adults. They speak about knowledge they have gained from activities, such as how strawberries grow and the life cycle of a butterfly.

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Achievement Expected standard

Children gain secure independence skills. They learn to tend to their own care needs by themselves, such as using the toilet and washing their hands. Children also pour their own drinks at snack times and try hard to peel fruits.

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Achievement Expected standard

Children build a secure love of books and stories. They enjoy talking about them and listen intently when enthusiastic staff read to them. Children also learn to explore with a range of mark making equipment that develops their interest in drawing and writing.

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Achievement Expected standard

Although children gain generally gain an understanding of numbers and counting, teaching is not yet promoting the highest rates of progress in the mathematics area of learning.

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Curriculum and teaching Expected standard

Leaders have developed an ambitious curriculum that fully engages children and follows their interests. Staff promote a sharp focus on communication and language throughout all their interactions. They adapt their teaching appropriately to children's different ages to fully support all children's oral language and comprehension. Staff use all opportunities to engage in close and purposeful interactions with children.

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Curriculum and teaching Expected standard

Staff generally understand the curriculum well and know what they want children to know and do before they go to school. For example, they implement activities that fully enhance children's love of stories, rhymes and books. Children enjoy engaging story times and enriching music and movement sessions.

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Curriculum and teaching Expected standard

Children also build excellent physical skills as they explore the outdoor play space. Staff set- up challenging obstacle courses and encourage children as they climb, skip, jump and crawl around different equipment. Staff recognise the importance of supporting children movement and developing muscle strength for children of different ages.

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Curriculum and teaching Expected standard

At times, explicit teaching of mathematics is less consistent. This has been identified by leaders and improvement plans are in place to further strengthen the implementation of the mathematics curriculum through training and monitoring. However, these are not yet fully implemented to have a maximum impact on the quality of mathematics teaching.

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

Children arrive joyful and full of excitement. They feel safe and settled as they quickly come inside and say hello to their friends. Staff greet children and families warmly. Children demonstrate excellent confidence as they discuss the trips they have been on in the holidays. Staff know children well and together they engage in conversations that value children's individual character and experiences.

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

Children have a remarkable understanding of the expectations of their behaviour. They are consistently kind and respectful to one another which creates a calm and harmonious atmosphere. Children develop positive relationships with one another and learn simple social skills such as taking turns during group activities. Children are aware of keeping their environment safe and tidy. For example, they cooperate happily at tidy-up time and recognise the importance of ensuring any packets from snack time are placed in the correct recycling bins.

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

Children benefit from a broad and exciting curriculum. Staff build on children's interests and create activities that ignite children's curiosity and teach them about the world about them. Children demonstrate highly positive attitudes to learning as they talk with excitement about what they know. For example, they discuss the butterfly lifecycle and enthusiastically explain the process of growing raspberries and strawberries in the pre-school garden. Staff are knowledgeable about adapting their curriculum for children with special educational needs and/or disabilities or children who may face other barriers to their learning and/or wellbeing receive tailored support that allows them to thrive amongst their peers. Leaders also have a robust to attendance which they promote positively with children and parents.

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Next steps

Leaders should continue to strengthen the implementation of the mathematics curriculum so that children consistently benefit from explicit teaching of mathematics.

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About this inspection

The inspector spoke to parents, children, leaders and staff 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:

Swiss Gardens Swiss Gardens Shoreham by sea West Sussex BN43 5WH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shoreham Preschool LTD

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Address:

Operating hours: Monday,Tuesday,Thursday,Friday : 09:00 - 15:00,Wednesday : 09:00 - 13:00

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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