Les Petits Sunshine Day Nursery

What is it like to attend this early years setting?

Children receive warm and nurturing care from adults, which helps them to form secure relationships with them. Staff work in close partnership with parents, sharing information and keeping them updated on what children are doing at nursery. They plan an appropriate curriculum for children, helping them to make good progress in their learning and development.

Positive behaviour is modelled and encouraged by adults consistently throughout the day. Children respond to this by sharing their toys with each other and taking turns in their play. The nursery is clean and tidy and there is a strong focus on hygiene and cleanliness. With support and guidance from adults, children wash their hands in preparation for mealtimes and scrape their plates after they finish eating. This promotes children developing good hygiene and self-care habits.

Younger children are provided with resources to develop their strength, balance and coordination. With encouragement and support, they go through tunnels, kick balls and pull themselves up on large play equipment. This helps them to develop their large physical skills. Older children take part in races, jumping in hoops and running around obstacles. They show care and sympathy towards each other, forming close friendships.

What does the early years setting do well and what does it need to do better?

• Parent partnership is a great strength of the nursery. Parents value the individualised support their children receive and explain that their children are happy and stimulated at nursery. They explain that the nursery is like a home-from-home for their children. They welcome the strategies and suggestions that the nursery makes to help their children's learning and development.
• Some senior members of staff are highly skilled in their interactions with children. Leaders work hard to support a developing staff team to promote children's communication and language effectively.
• Lunchtime provides an opportunity for children to do things for themselves and learn new words. Staff talk to children about 'tasty' and 'healthy' vegetables, which help them grow strong. With support, younger children learn to hold a spoon and feed themselves. Older children confidently serve themselves and pour their own drinks. It is a calm and quiet time, during which adults model expected behaviours.
• Staff use opportunities throughout the day to promote fundamental values. Children are encouraged to listen to each other and value each other's opinions. A hairdressing activity helps children to understand the similarities and differences they share with each other. Families take part in cultural celebrations and traditions, sharing food and recipes from their countries.
• Staff offer activities to support children's learning and development. For example, older children investigate which objects sink and float in water. Children talk about what they are seeing, recognise numbers and learn new vocabulary. However, some children do not fully benefit from planned activities, as their stage of learning is not fully considered by staff.
• Staff act appropriately if they have concerns about a child. They observe and note what they are seeing and work with parents to share strategies. For example, they use signs to support non-verbal children, which helps them to communicate their needs. The nursery requests support from external agencies, as needed, in a timely manner.
• Care routines are sensitive and respectful. Adults use the time to talk to children about what they are doing, helping them to be a part of the process. Children are comfortable with adults and respond to what is being asked of them.
• Staff speak highly of the manager and her deputy. They explain that they are always available when they need them. One-to-one supervision, together with training and development opportunities, help them to keep up to date with their learning. This has contributed to a motivated staff team that feels valued and supported.

What the setting must and should do next

The provider should:

• fully consider children's stages of learning when implementing planned activities.