Happy Sunflower House Nursery and Preschool

Inclusion: Strong standard

Inclusion shapes everything this nursery does. Leaders have established a highly inclusive culture where children's individual needs are identified early and barriers to learning are reduced through thoughtful adaptations to teaching and the learning environment. They use ongoing assessment to identify emerging needs and adapt learning so children can access the curriculum and participate fully alongside their peers. As a result, children with special educational needs and/or disabilities (SEND), and those who speak English as an additional language, make increasingly good progress from their individual starting points.

Children with SEND are consistently supported. They benefit from visual cue cards, adapted teaching and sensory experiences that help them understand routines, communicate and engage in learning. A separate sensory room provides a calm environment where children can regulate their emotions, enjoy quieter experiences and follow their individual interests. Importantly, this space is accessed by all children rather than being reserved for children with SEND, reflecting leaders' highly inclusive approach. Staff know children exceptionally well and confidently adapt their interactions to reduce barriers to learning and support children to participate successfully in nursery life.

Leaders identify children's needs early, work effectively with external professionals and continually review the support children receive. Consequently, children receive timely interventions and tailored support that enable them to become increasingly confident, engaged and successful learners.

Curriculum and teaching: Expected standard

Leaders plan a curriculum that reflects children's interests, starting points and next steps in learning. Staff use ongoing observation and assessment to understand what children know and can do and incorporate learning opportunities into everyday play and routines. The curriculum focuses on supporting communication and language, personal, social and emotional development, physical development and early mathematical understanding through a broad range of play-based experiences. Staff adapt the curriculum to meet children's individual needs so all children can participate fully in learning.

Interactions are engaging and purposeful, building on children's interests and developmental stages. Children confidently explore painting, mark making, play dough and small-world play, including dinosaur and zoo activities, while staff introduce new vocabulary, encourage conversations and reinforce key skills. Outdoors, children plant and water flowers, compare quantities of sand, count scoops and solve simple problems while building with large construction resources. During music sessions, children join in with familiar songs, actions and visual prompts, strengthening their communication, listening skills and confidence to participate.

Children also benefit from regular visits to local parks and the wider community, helping them develop confidence, physical skills and an understanding of the world around them through firsthand experiences.

However, staff do not consistently tailor planned learning experiences. As a result, children do not benefit from learning experiences that build on what they already know and can do.

Achievement: Expected standard

Children generally make positive progress from their individual starting points and develop the knowledge and skills they need for their next stage of learning. Children with special educational needs and/or disabilities (SEND) become increasingly confident and successful learners alongside their peers. They become increasingly confident in communicating with adults and their peers, joining in with familiar songs, stories and everyday conversations. Children who speak English as an additional language continue to develop their understanding of English while participating confidently alongside their friends.

Children develop early mathematical understanding through opportunities to count, compare quantities and use mathematical language during play and daily routines. They also develop physical skills through regular indoor and outdoor experiences, becoming increasingly confident as they explore their environment and use a range of resources.

Overall, children generally make positive progress and are developing the knowledge, skills and confidence needed for their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff establish calm and consistent routines that help children to feel safe and secure and understand what happens throughout the day. Staff provide clear guidance during play and everyday routines and use praise and encouragement to promote positive behaviour. Children generally respond well to this approach, joining in with activities, cooperating with one another and following familiar routines with confidence.

Staff act as positive role models. They speak respectfully, model kind interactions and use clear language to support children's understanding. Children respond positively, demonstrating consideration for one another as they share resources, take turns and participate in group experiences. They are familiar with daily routines, including washing their hands before snack, sitting together at mealtimes and helping to tidy away resources.

Leaders promote regular attendance, supporting children to develop secure relationships and benefit from continuity in their learning. Staff provide sensitive reassurance when needed, helping children manage transitions calmly and remain emotionally secure. This helps ensure all children are included and participate confidently in daily routines and experiences.

However, opportunities to further develop children's independence within daily routines are not yet fully embedded. At times, children are not consistently encouraged to take responsibility for aspects of routines for themselves. As a result, opportunities to further develop children's independence during everyday routines are sometimes missed.

Children's welfare and wellbeing: Expected standard

Children's welfare and wellbeing are promoted through calm, consistent routines and responsive care. Leaders and staff take time to understand children's individual needs and ensure that daily care practices help children feel safe, secure and emotionally settled throughout the day. They implement robust procedures to support children's health, safety and wellbeing, including appropriate arrangements for safe sleeping that reflect children's individual needs and follow current guidance.

Children benefit from clear routines that promote hygiene, handwashing and safe eating. Staff supervise children closely during mealtimes, modelling safe eating practices and encouraging positive conversations. They work with families to promote healthy lifestyles and healthy food choices. Children also learn about oral health through everyday discussions and experiences, including visits from a local dentist, helping them develop positive habits that support their future wellbeing.

Children enjoy regular opportunities to be physically active indoors and outdoors. Daily outdoor play, walks within the local community and access to a calm sensory environment support their physical development, emotional wellbeing and confidence. Staff respect children's privacy and dignity during personal care routines while following effective hygiene procedures. Overall, children generally feel safe, comfortable and well cared for in an environment that promotes their health and wellbeing.

Leadership and governance: Expected standard

Leaders know the nursery well, including its strengths and areas for development. Staff and leaders work collaboratively and place children's wellbeing, learning and development at the centre of the provision. Leaders reflect regularly on the quality of the curriculum and nursery environment, using observations and professional discussions to review practice and identify priorities for further development. This helps ensure the provision continues to meet the needs of the children attending.

Staff use their understanding of children's interests, development and individual needs to support children's learning and progress. Leaders promote regular opportunities for staff to reflect on activities, share what has been successful and consider how learning experiences can continue to develop. Leaders consider staff wellbeing and workload, helping to ensure staff feel supported in their roles. This helps maintain consistency across the nursery while supporting staff to build their confidence and understanding of children's differing needs.

Parents generally speak positively about the nursery and describe staff as caring, approachable and supportive. They value the regular communication they receive and the strong relationships staff develop with their children. Overall, leaders demonstrate a clear understanding of the nursery's strengths and ongoing priorities for improvement and maintain a welcoming provision where children are supported to learn and develop well.