Little Sheep Pre-School

Little Sheep Pre-School

Unique reference number (URN): EY474471 Address: Staple Hill Methodist Church, High Street, Staple Hill, BRISTOL, BS16 5HQ Type: Childcare on non-domestic premises Registered with Ofsted: 09/05/2014 Registers: EYR Registered person: Bristol and South Gloucestershire Circuit of the Methodist Church

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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 Expected standard

Children typically make progress across all areas of learning as they develop new skills and build on what they already know. They learn to communicate their needs, share ideas and join in with others. Children develop confidence, they speak in small-group activities and take part in routines. They confidently seek out friends and invite them to join their play, for example taking turns respectfully when jumping to and from stepping stones together, while developing their large physical movements. Children explore resources with interest, such as making structures with sand, which supports their understanding of shape, space and early problem-solving.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, disadvantaged children, and those known or previously known to children's social care, generally make suitable progress from their starting points. They develop the knowledge and skills expected for their age and stage, such as early literacy skills, using simple counting and understanding basic concepts, such as size. Children develop independence as they manage their own belongings, make choices about their play and take increasing responsibility for their own routines. Overall, children are generally well prepared for the next stage in learning, and their move to school, showing curiosity, engagement and growing confidence in their abilities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have worked hard since the last inspection to implement high expectations for behaviour and attitudes. They have introduced clear routines and consistent approaches, which staff follow consistently to create a calm and predictable environment. Children generally understand what is expected of them and transition smoothly between activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff operate an effective key-person system, which helps staff know children well and respond sensitively to their individual needs. Staff build positive relationships with children and their families, helping them feel safe and secure. Children generally behave well and begin to understand simple boundaries. Staff use consistent language and strategies to support behaviour and help children manage their feelings. For example, staff give children a 5-minute warning before transitions so they can process changes and prepare for what is happening next. Staff also support children to tidy up and praise them for having a go, helping them understand routines and take responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show positive attitudes to learning. They engage in activities with interest, show curiosity and develop independence. Leaders and staff use inclusive approaches by adapting expectations and providing additional support for children with special educational needs and/or disabilities, disadvantaged children, and those known or previously known to children's social care. Leaders monitor attendance and work with families to promote the importance of regular attendance. Children develop confidence, resilience and a sense of belonging.

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Children's welfare and wellbeing Expected standard

Leaders typically prioritise children's welfare and wellbeing and provide clear direction to staff. They establish routines that promote children's safety, health and emotional security. Leaders monitor practice and guide staff to maintain consistent and responsive care.

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Children's welfare and wellbeing Expected standard

Staff support children's welfare and wellbeing effectively. Through the key-person system, they know children well and respond sensitively to their emotional and physical needs. Children form secure attachments and show that they feel safe and comfortable in the setting. They readily seek reassurance, comfort and support from familiar staff when needed. Staff promote healthy lifestyles through routines, such as hygiene, and opportunities for physical activity and fresh air with daily access to the outdoor space. Staff are mindful of sun safety during periods of extreme heat and take steps to protect children, such as limiting access to outdoor spaces during the hottest parts of the day. Children access their drinks independently, supporting their self-care and independence. Staff encourage children to manage personal care and support them with toilet training, alongside parental advice. However, staff do not always talk to children about the importance of

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Children's welfare and wellbeing Expected standard

keeping themselves healthy, which limits children's understanding of why these routines matter.

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Children's welfare and wellbeing Expected standard

Leaders and staff take an inclusive approach to wellbeing. They adapt care to meet the needs of all children, including those with special educational needs and/or disabilities, disadvantaged children, and those known or previously known to children's social care. Staff work closely with families and external professionals to provide appropriate support. Overall, children generally develop confidence, resilience and a positive sense of wellbeing.

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Curriculum and teaching Expected standard

Leaders typically provide clear direction for the curriculum and have made improvements to this since the last inspection. They have strengthened planning and sequencing to ensure learning builds more securely on what children already know and can do. Leaders set expectations that focus on consistency and quality, and they monitor practice to ensure staff implement the curriculum in ways that meet children's needs. They support staff through guidance and professional development, helping them adapt their approaches effectively.

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Curriculum and teaching Expected standard

Leaders design a curriculum that is broad, balanced and carefully sequenced. It promotes key areas, such as communication and language, personal development and physical skills. Leaders ensure learning opportunities reflect children's interests and experiences, for example incorporating a theme of sea animals to build on children's curiosity, engagement and progression over time. Staff work collaboratively and regularly discuss children's development, using this shared knowledge to plan the curriculum so it better meets individual needs.

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Curriculum and teaching Expected standard

Staff generally deliver the curriculum effectively. They interact positively with children, model language clearly and support learning opportunities. Staff plan purposeful experiences and adapt practice in the moment to respond to children's interests and stages of development. For example, children develop small physical skills as they manipulate play dough, and use tools and resources to make shapes, while staff discuss shapes and sizes with children to support their mathematical understanding. However, children who require further opportunities to extend their learning do not always receive this consistently.

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Curriculum and teaching Expected standard

Leaders and staff typically ensure that the curriculum remains inclusive. They adapt activities and resources so all children can access learning, including those with additional needs or facing barriers. Children are generally engaged and make effective progress in their learning.

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Inclusion Expected standard

Leaders typically demonstrate and implement inclusive practice by identifying and assessing children's needs through regular observation, assessment and information-sharing with families and other professionals. Staff know children well and use this knowledge to close gaps in learning. They adapt provision and planning experiences to meet children's developmental stages. For example, staff support children to sit with the group for short periods at mealtimes, helping to build tolerance, confidence and social skills.

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Inclusion Expected standard

Leaders and staff generally support children with special educational needs and/or disabilities well. Leaders ensure that staff receive relevant training, including communication training, so they can effectively support children with communication needs. Staff use approaches such as modelling single words clearly and allowing additional processing time, helping children to understand and respond at their own pace. They implement clear, consistent strategies to meet individual needs, review support regularly and work with external agencies and parents to access appropriate input when needed.

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Inclusion Expected standard

Leaders support disadvantaged children, those known to, or previously known to, children's social care well. They sensitively build trusting relationships with children and their families, prioritising emotional wellbeing and stability. They use additional funding purposefully to meet needs, for example they provide enhanced provision that helps children engage purposefully in learning, alongside targeted resources that support development. Leaders monitor progress to help ensure gaps begin to narrow and children can access the full curriculum. All children are valued and generally well supported to feel safe and make steady progress in their learning.

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Leadership and governance Expected standard

Leaders typically provide a clear direction for the setting and maintain an overview of quality and standards. Since the last inspection, leaders have taken steps to strengthen practice, including raising expectations and improving consistency across the provision. These changes support the day-to-day running of the setting and contribute to a more organised, calm and purposeful learning environment. Leaders monitor practice regularly and identify priorities for further development. Staff report that they feel well supported, and recent changes to leadership have had a positive impact across the whole setting.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload. They create an open and honest environment, where staff feel comfortable sharing ideas, reflecting on practice and raising concerns. Leaders organise routines to support manageable workloads and promote teamwork. Staff generally feel valued and work collaboratively as a team. Leaders prioritise professional learning and expertise. They provide training opportunities, including communication-focused training and multi-agency safeguarding training, to strengthen staff knowledge and practice. Staff use this training in their work with children, although leaders continue to identify areas, where practice can be further developed.

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Leadership and governance Expected standard

Leaders engage positively with parents and external professionals. They communicate regularly with families, share information about children's progress and offer guidance to support learning at home. Parents report that their children are well supported and make good progress. The setting welcomes families into celebrations, such as Mother's Day and Father's Day, helping to strengthen relationships and create a sense of community. Partnerships with external professionals further support children's needs. Leadership arrangements typically support ongoing improvement and have a positive impact on all who attend.

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

Children feel safe, settled and cared for in a calm and welcoming environment. They build trusting relationships with staff, who know them well and respond sensitively to their needs. Children show they feel safe and secure. For example, they confidently explore their environment and invite staff to join them in their play.

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

Children develop positive social skills and enjoy playing alongside their peers. They invite others to join in their play, such as holding hands and splashing in water together. Children learn to take turns and share resources when they each pour water into guttering pipes and watch it flow into buckets. They respond well to consistent routines, including arriving at the setting and moving between activities, which helps them feel confident and know what to expect.

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

Children enjoy their learning and show curiosity in the experiences provided. They engage in activities that reflect their interests, such as exploring themes like sea animals. Children use tools to retrieve toy animals frozen in ice, learning as they explore how ice melts. Additionally, children enjoy interactive story times, where they join in with actions and repeated phrases, helping to develop a love of books and early literacy skills. These opportunities support their developing understanding of the world, as well as their shape, space and problem-solving skills. All children, including those with special educational needs and/or disabilities, disadvantaged children, and those known to children's social care, typically make suitable progress from their starting points.

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Address:

Staple Hill Methodist Church, High Street Staple Hill BRISTOL BS16 5HQ

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Address:

Type: Childcare on non-domestic premises Children develop independence throughout the day. They select and cut their fruit for snack and manage their own lunch boxes, supporting their self-care and independence. Children also show resilience as they persevere to complete tasks, such as finishing a puzzle with minimal support. Staff offer encouragement and praise, and children beam with pride at their achievements.

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Address:

Children feel included and valued. Staff welcome families and involve them in events and celebrations, helping children feel a sense of belonging. Children are happy, engaged and develop the skills they need for their next steps of learning, including school.

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Next steps

Leaders should ensure staff consistently provide appropriate opportunities to extend learning for children who are ready to achieve even further. Leaders should ensure staff support children to understand the importance of keeping themselves healthy through daily routines and discussions.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children and parents and carers 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. Registration date: 09/05/2014

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About this inspection

Registered person: Bristol and South Gloucestershire Circuit of the Methodist Church

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 14:30

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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

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

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