Sunshine Pre-school Puriton

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

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.