Sunshine Pre-School

Sunshine Pre-School

Unique reference number (URN): 224047 Address: The Crescent, Bomere Heath, SHREWSBURY, SY4 3PQ Type: Childcare on non-domestic premises Registered with Ofsted: 29/04/1997 Registers: EYR Registered person: Bomere Heath Sunshine Pre-School 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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Achievement Strong standard

Children achieve very well from their individual starting points. They make rapid and sustained progress across all areas of learning and develop positive attitudes to learning. The extremely sharp focus on their personal, social and emotional development benefits all children, particularly as they settle. All children, including those with special educational needs and/or disabilities and where there are potential barriers to learning, are thoroughly prepared for the next steps in their learning journey, including school.

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Achievement Strong standard

Children have the time and the opportunity to successfully build on their knowledge and learn a wide range of new skills. They become completely involved in their play and explorations, confidently making choices about what they play with and relishing the thoughtfully planned opportunities to enthusiastically explore, investigate and find out about their environment. They develop ideas and understanding as they play. For example, they consider the shape of snail shell by tracing a photo of one with their fingers. They look in awe at an X-ray of the human hand. Children's language is enriched as they are surrounded by new words as they hold conversations with staff.

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Behaviour, attitudes and establishing routines Strong standard

Children are nurtured in this calm and caring environment because experienced and knowledgeable staff understand their needs expertly. The provision for children is based on leaders' and staff's deep-rooted knowledge of child development and early years. As a result, children are confident and fascinated learners. They consistently develop positive attitudes towards their learning. Children completely immerse themselves in the extensive range of opportunities to play and explore. The provision for children who face barriers to learning and those with special educational needs and/or disabilities is especially impactful. Leaders and staff are extremely attuned to children's needs, their development and the needs of the local community.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance is very closely monitored. Leaders and staff implicitly understand that regular attendance is vital to supporting children's positive and secure development. They work very closely and sympathetically alongside parents so that they understand why regular attendance is important for their children. Leaders and staff know the families they serve very well, and there is a real sense of community here. As a result, children attend consistently well, and parents are involved in children's early experiences.

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Behaviour, attitudes and establishing routines Strong standard

Children develop secure and positive relationships with staff and age-appropriate friendships with other children. There is a sharp focus on good manners and showing empathy to others. This helps them to gain increasing confidence. Leaders and staff sensitively model behaviour expectations, with an emphasis placed on routines and boundaries. Leaders and staff are skilled at calmly supporting children who need additional support in managing their feelings and emotions.

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Children's welfare and wellbeing Strong standard

Children truly benefit from the warm, caring and nurturing relationships they develop with staff. Their emotional wellbeing is prioritised, and this means they feel safe and secure to enjoy their play, which helps them thrive. Children develop an understanding of consistent routines because staff help them know what is coming next. For example, children count down with staff at lunchtime to make sure everyone is focused on enjoying their meal together. This also helps children develop a secure sense of belonging.

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Children's welfare and wellbeing Strong standard

Leaders and staff encourage children to make healthy choices about what they eat by talking about what is in lunch boxes and providing a highly nutritious menu of fresh-cooked meals. They offer guidance to parents to help them understand the importance of a balanced and nutritious diet for children's health and wellbeing. Children learn about personal care as they access the toilets independently and wash their hands carefully. Leaders and staff follow safe sleep guidance when children choose to rest and sleep.

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Children's welfare and wellbeing Strong standard

Children become increasingly independent as they make choices about what they do. Leaders successfully encourage this as they offer children plenty of time to play in the interesting and exciting learning environment.

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Curriculum and teaching Strong standard

Leaders have established and embedded a well-considered, sharply focused and ambitious curriculum for the children. They are extremely knowledgeable and passionate about providing children with a secure grounding in their early years development. They provide extensive opportunities for children to build on their knowledge and skills over time. This helps children be extremely well prepared for the next step in their education experience. Leaders and staff make sure that the curriculum carefully reflects children's interests, their stages of development and their individual needs. They know what they want children to learn so that they can become confident and curious. Staff expertly provide a rich and stimulating range of engaging experiences that help children build their knowledge and skills.

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Curriculum and teaching Strong standard

Children develop a love of books from an early age because staff ensure that books are available in all areas of the provision. Children often choose books to look at, either to read a familiar story or to find out facts about a snail or a crab. Leaders and staff expertly and intuitively introduce new language naturally during play and routines. Staff are skilled as they encourage children to think about new ideas and new information. For example, they ask, 'Do you think it would be a good idea to take one of these home from the beach?' The children all reply, 'No!', deciding that it is best they stay in their home 'habitat'.

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Inclusion Strong standard

All children, including those with special educational needs and/or disabilities and those who face barriers to learning, make secure and steady progress from their individual starting points. Staff provide focused, individualised support for children needing additional help. Children benefit from the skilful, naturally implicit teaching that is securely embedded within the routine and provision. Leaders and staff collaborate with families and external agencies very effectively. They liaise very closely with other professionals so that they can offer a range of knowledgeable support, advice and guidance for children and their families. This means that children's needs are swiftly identified, and this allows them the opportunity to make rapid progress in their individual learning.

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Inclusion Strong standard

Leaders and staff know children, families and their local community very well. They use this expert knowledge to help them expertly adapt their provision to reflect on and accommodate the needs of children attending. They carefully and thoughtfully make changes within the environment while maintaining a well-established routine and provision for learning. Leaders and staff have children's best interests at the centre of their decisions, and this helps all children make excellent progress.

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Leadership and governance Strong standard

Leaders fully understand how their provision fits within the community it serves. Secure and well-established partnerships with the local primary school mean that they can support transitions and help children be ready for their next learning experience. Leaders are clear about the setting's strengths and have focused ideas about what they can do to keep improving their provision for children.

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Leadership and governance Strong standard

While the leadership team is very small, leaders successfully reflect on how they can support staff to develop their skills, understanding and knowledge. They successfully adapt their teaching and the environment to support all children fully. Leaders lead by example because they model excellent teaching and coach and guide staff. Focused professional learning is available to all staff whenever needed, and they quickly apply knowledge gained from their learning to enhance the learning experiences of all children. Staff say that they feel valued and are supported very well.

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Leadership and governance Strong standard

Thoughtful and supportive engagement with parents and carers nurtures good attendance and consistency. Leaders and staff offer caring and meaningful interactions with parents, which support them extremely well and make a difference to their children. Parents say that they feel well informed about their children's development and progress. They appreciate the guidance and support provided to them by leaders and staff.

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

Children learn and develop very well in this warm, caring and nurturing environment. They form extremely secure attachments with caring and attentive staff, who know them very well

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About this setting

Unique reference number (URN): 224047 and respond quickly to their needs. All children, including those who have special educational needs and/or disabilities (SEND) and those who face barriers to learning, are nurtured. Staff liaise very closely with parents to ensure children's needs are met.

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About this setting

Leaders and staff have a wealth of knowledge and understanding of child development and are very responsive and sensitive to children's emotional needs. This includes children with SEND and who face barriers to learning. They expertly recognise children who are upset or unsettled, and offer kindness and hugs. They acknowledge children's differing stages of development to help them understand how to play happily alongside others. This helps children regulate their emotions and understand their strong feelings.

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About this setting

Children are deeply involved and excited in their play and learning. They play alongside others and are beginning to share ideas with friends. They can sustain concentration on a variety of self-chosen play activities. They become absorbed in exploring a painting activity in the garden, using their physical skills to paint circles and lines on the very large piece of cardboard secured to the garden fence. They develop their understanding of how things work as they mix 2 different colours to best represent the colour of honey.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help in order to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

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

The Crescent Bomere Heath SHREWSBURY SY4 3PQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bomere Heath Sunshine Pre-School Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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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