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 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 Expected standard

Leaders have high expectations for all children's behaviour. Children understand the pre- school's rules. Staff recap on these daily so that children are familiar with the visual prompts. For example, when they discuss and look at images for 'kind hands', children with special educational needs and/or disabilities hold staff's hands, showing they understand what this means. Children build positive relationships with familiar adults who acknowledge and praise them. For example, staff praise turn taking as they roll a ball to each other. Staff are gentle in their encouragement, helping children to share animals and fruit while listening to a story. This means children learn behavioural expectations.

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Behaviour, attitudes and establishing routines Expected standard

Staff develop positive partnerships with parents and support them well to ensure their children's attendance is consistent. There are effective procedures in place to follow up on any absences to ensure children remain safe.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children develop a positive attitude to their learning. They engage happily in self- chosen activities, showing a keenness to explore, for example, the water tray, painting and role play. At times, staff do not use consistent strategies to re-engage children in their learning and encourage them to remain focused.

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Children's welfare and wellbeing Expected standard

Children benefit greatly from consistent and familiar routines that help them feel safe and secure. Children love the responsibility of tasks assigned to them by staff, for example helping to tidy the 'bucket game' away. Children show pride in their achievements. They keenly share their artwork, receiving acknowledgement and praise. This helps children build a strong sense of belonging and self-esteem.

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Children's welfare and wellbeing Expected standard

Staff have appropriate understanding of policies and procedures and implement these effectively to keep children safe. They meet children's care needs successfully. This is particularly evident with regard to sun safety, especially during extreme hot weather, and keeping children safe when they eat. Children benefit from a strong key-person system where staff know children and their families well, helping children to develop secure attachments. Staff are supportive in times of need, which parents appreciate.

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Children's welfare and wellbeing Expected standard

Children gain independence. For example, they serve themselves their own fruit at snack times and pour drinks unaided. They understand the routines and expectations. For example, they place uneaten food into the bin and put their plate on the hatch unprompted. Children understand how to keep themselves safe. For example, they willingly use the dustpan and brush to clear food that has fallen on the floor to ensure they do not slip.

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Achievement Needs attention

Children's achievements are improving. However, they do not develop all the skills they require for their next steps in learning. This is because the curriculum and staff interactions are not tailored well enough to build on what children know and sequence their learning sufficiently. Children make some progress in their communication and language skills, particularly older children. Older children enjoy sharing stories together. They respond well to questions, thinking about what 'kindness' means to them. Children talk about their recent visit to their new school. They discuss what they have enjoyed and look at similarities and differences between the schools, showing confidence in new situations. However, staff do not question younger children in a way that encourages them to respond, share their ideas and develop curiosity, such as through their explorations of paint, sand and water. Children with special educational needs and/or disabilities do not have the tools and strategies in

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Achievement Needs attention

place to support them to further express themselves, such as the consistent use of visuals and sign language.

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Curriculum and teaching Needs attention

The new curriculum continues to develop with consideration for children's interests and a focus on promoting a love of books. However, it is not fully embedded. Although it offers children some experiences across all areas of learning, it does not build on what children know and can do or progress them to their next stage in learning sufficiently well. Staff are not secure in their choices, such as age-appropriate stories, and do not adapt their teaching and choices to include all children. They do not adapt the curriculum well enough to ensure that children are consistently included and receive support for their age and level of understanding. This means children do not engage in storytelling, develop their own ideas and make links between shared themes.

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Curriculum and teaching Needs attention

Although staff understand what they want children to learn in focused activities, they do not consistently teach effectively enough to build on children's prior learning. For example, staff know that some children are learning to recognise colours, while others are ready to extend their learning by mixing colours. However, staff do not adapt their interactions to match children's differing levels of understanding. When this happens, children do not develop their knowledge further or explain how they have created new colours. Children with special educational needs and/or disabilities listen well to instructions, for example to take their artwork to a member of staff when they have finished, and show pride in their accomplishments.

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Inclusion Needs attention

Staff understand the graduated approach, which leads to appropriate identification of any gaps in learning and regular reviews of progress. There is some improvement in the targeted support children with special educational needs and/or disabilities receive, such as one-to-one sound activities. Staff understand what works well for these children to encourage participation. Better partnerships with other professionals enable staff to meet children's individual needs. However, they do not have the confidence to move children on quickly enough when targets are achieved, especially in supporting their communication and language skills. Staff do not always use their chosen method of support consistently, such as using visuals to support children's understanding of the need to sit while eating. They use the 'now and next board' appropriately to remind children of daily routines to support their emotional security. Leaders do not always target training sufficiently well to meet the needs

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Inclusion Needs attention

of children, such as accessing sign language, as advised by the speech and language team.

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Inclusion Needs attention

Staff use activities such as 'bucket time' to help children develop their focus and attention. Children relish this one-to-one time, developing secure relationships. They verbalise and point, making their wishes known. They understand the routine of singing and tapping out the rhythm of the song and waiting before retrieving the object. This helps children to develop understanding of behavioural expectations, particularly to take turns and to understand when an activity is finished.

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Leadership and governance Needs attention

Leaders show commitment to making the improvements required to meet the early years foundation stage requirements and to ensure high-quality provision. However, the curriculum is not fully embedded, and delivery of the intended learning is not always successful. Therefore, some children have variable learning experiences. Leaders are not consistent in ensuring that training focuses on the needs of children and that staff consistently use chosen and agreed strategies to support children with special educational needs and/or disabilities and those with barriers to learning.

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Leadership and governance Needs attention

Leaders have ensured better use of the key-person system since the last inspection, and this is valued by parents and children alike. Parents talk positively about the support they receive for their children. There is a named deputy who has suitable qualifications and experience to oversee the pre-school in the manager's absence. Leaders have worked with staff to improve their skills since the last inspection, and children's behaviour is managed successfully. There is better support from the committee members, who are taking a more active role, and staff workloads are becoming more manageable. Returning staff are given effective support, receiving a new induction to enable them to feel confident and secure in their roles and responsibilities.

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

Leaders have yet to embed the new curriculum. At times, it is not fully understood by staff or implemented through teaching that securely builds on what children already know and what they need to learn next. For example, children enjoy some opportunities to develop early writing skills and creativity, such as using hands and different tools to manipulate play dough into a range of shapes, and to paint pre-printed ice pops. However, these skills are not always deepened to build on children's capabilities and to support emerging skills, such as developing an interest in familiar letters or building on children's knowledge of colours. Children with special educational needs and/or disabilities and those with barriers to learning do not always benefit from the use of advised and also chosen strategies to help them thrive and achieve consistently well, including in their communication and language development.

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

Children confidently enter the safe, secure and inviting play environment. They are greeted warmly by caring staff who know them well. Children enjoy the varied activities that are presented to them in a well-organised environment. For example, outside they enjoy playing in the water tray. They roll the balls down the guttering, gleefully repeating the movements. Younger children develop control and strength as they learn to use tools, such as a pipette, with coordination. Children hear mathematical language, such as 'full', 'half full' and 'more'. Generally, children benefit from positive interactions from staff in small group activities. For example, children, particularly those with special educational needs and/or disabilities, engage happily in the 'bucket game'. They concentrate well and listen to instructions, receiving gentle reminders of the expectation to wait. They demonstrate interest in the

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

different objects, showing fascination as they operate the fan independently.

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Next steps

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

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Action Completion Date

strengthen the quality of teaching and implementation of a well-designed curriculum that builds consecutively on children's prior learning and supports more consistent progress 28/08/2026

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Action Completion Date

ensure staff use strategies and advice from professionals, alongside targeted training, to develop the support for children with special educational needs and/or disabilities and those with barriers to learning, with particular regard to developing children's communication and language skills 28/08/2026

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About this inspection

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

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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 : 09:00 - 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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Age range of children at the time of 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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Age range of children at the time of inspection

A quality assurance visit by an additional inspector was carried out at this 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

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

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