Little Rays of Sunshine Daycare

What is it like to attend this early years setting?

The new leadership team effectively supports staff and families. Staff welcome new children into their 'nursery family' and there is a nurturing, warm atmosphere where all parents and carers are valued. Children show they feel secure and happy there. They build self-confidence, resilience and have close relationships with staff, who care deeply for their well-being. Staff encourage children to develop good social skills and consistently model good manners. Children's behaviour is very positive. They follow rules for sharing and understand how to stay safe.

Staff focus on helping children develop secure foundations for future learning. Overall, they have high expectations for every child. 'Staff Promises' are made to children each term to broaden their real-life experiences, such as a trip to the seaside or farm. This helps children to become part of the community and learn about the wider world. Despite the COVID-19 (coronavirus) pandemic, children are beginning to close gaps in learning, particularly in their physical development and their communication and language skills. Children with special educational needs and/or disabilities are supported effectively and staff are building new partnerships within the local authority. Partnerships with parents are very positive. Due to the pandemic, staff have made changes to the drop off and collection procedures. Parents receive written communication about their child's day, including any meals, nappy changes, activities and sleep. This helps to maintain consistency for children.

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

• Staff are dedicated and passionate about their work with children. They are supported exceptionally well by the new provider, who is also the nursery manager. Staff have access to a range of professional development opportunities, which have a positive impact on their understanding of how children learn and how they can help them. The leadership team and staff have worked extremely hard in partnership with the local authority to drive improvements forward and strive for excellence.
• Gaps in children's learning are closing and staff quickly identify where support is needed. Staff consistently model new words to children of all ages to help increase their vocabulary. Babies and young children begin to develop their understanding when staff repeat words and actions as they roll the ball to each other through the tunnel. They offer praise to children as they attempt to put two words together. Older children are sensitively supported to pronounce words clearly and use sentences to describe the things they might take to the seaside.
• Staff use their knowledge of children's individual development to provide challenges and plan activities. Older children show enjoyment and enthusiasm as they prod their fingers into dough to 'warm their hands up'. They talk excitedly about how they can use a 'tripod grip' to write their name and understand why they are doing this. However, some materials are not readily available to children when they play independently. This means they cannot practise or further develop their new emerging skills while they play imaginatively.
• Children have plenty of opportunities to enjoy physical play and be outdoors. They show a good understanding of their own safety and tell staff why they need sun cream on and how to walk down the stairs safely using the handrail. Children sit together at snack times and enjoy fresh milk, water and melon. They automatically follow good hygiene practices, such as handwashing before they help to set the table.
• Babies and young children show high levels of curiosity and excitement as they move around the nursery. They thoroughly enjoy choosing where they would like to play and learn, and try experiences on offer. For example, toddlers move from the sand, to the water, to painting and then to biscuit decorating. Staff enthusiastically encourage them to join in. However, some experiences are too focused on staff's ideas and do not allow for children's own creativity. For example, staff would like children to paint a wheel for the display board and only offer black paint.
• All staff know children extremely well. Key people recognise subtle signs when babies are tired and offer them their personal comfort items and a quiet place to rest. This is highly effective and promotes positive emotional well-being. Parents provide positive feedback and say staff meet their children's specific care needs exceptionally well. For example, they attend shared meetings with hospital consultants and other professionals who work with children.

What the setting must and should do next

The provider should:

• provide ways for older children to practice and further develop their new skills during their independent play
• enable young children to express themselves creatively and develop their own ideas during planned activities.