Little Sunflowers

What is it like to attend this early years setting?

There is a calm, happy and friendly atmosphere at this nursery. Staff sensitively meet the individual needs of the children with respect and kindness. This helps children to settle and feel safe and secure. Staff greet children with a smile and offer cuddles and comfort when needed. Children happily separate from their parents and quickly settle into the nursery day. Children behave well. They play cooperatively with each other and readily share and take turns with toys and resources. Children follow simple instructions that are given by staff, for example, they help to tidy up toys before moving on to the next activity.

Children show a positive attitude to learning. They fully engage in the good range of exciting activities that staff provide. Babies demonstrate high levels of curiosity as they join in with sensory play, exploring the texture of flour. Staff help toddler children to build towers with bricks that are taller than themselves. The children squeal with delight as they knock the tower over. Pre-school children develop their concentration skills as they sit in small groups, listening to well-read stories. As a result, all children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, make good progress from their starting points.

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

• Staff use good methods of teaching. They offer children a broad and balanced curriculum. Staff have a good understanding of children's individual learning needs. They use their observations and assessments of children to plan what children need to learn next. However, on occasions, staff do not give children time to think and respond to the questions they ask. For example, they ask one question and then sometimes answer this for the children rather than waiting for them to respond. This means that sometimes children do not have the opportunity to share their own thoughts and ideas to build on their understanding.
• Good arrangements are in place to support children with SEND. The nursery's special educational needs coordinator is passionate about ensuring that children who may need extra help get the support they need. Children benefit from one- to-one time during the week. Staff work well with other professionals and follow the advice and guidance they receive. This means that children benefit from early intervention and any gaps in learning are closing.
• Staff have high expectations for children's good behaviour. Staff act as good role models, offering children praise and encouragement. As a result, children show respect and empathy toward staff and their peers.
• Parents express their complete satisfaction with the care and education the staff provide for their children. Staff take time to speak to parents daily. They use an electronic application to share information about children's time at the nursery and to provide ideas of how parents can continue to support their children's learning at home. Parents say they have previously and will continue to recommend the nursery to other parents.
• Children's good health is promoted well. They benefit from fresh air and exercise in the nursery garden. Children are provided with a variety of balanced, nutritious meals that are tailored to their individual dietary needs. Staff remind children of the importance of following good hygiene routines, such as washing their hands before eating and using a tissue to wipe their nose.
• Children are developing their independence skills. Staff support babies to learn to feed themselves with a spoon. Pre-school children help with tasks, such as setting the table ready for mealtimes. They confidently serve their own meals and snacks.
• Leaders place a high priority on supporting staff's well-being. The staff team expresses how happy and supported it feels in its roles. It benefits from regular training opportunities that help to build on its already good knowledge and skills. Staff benefit from regular supervision meetings with leaders where they have the opportunity to discuss their roles and the progress their key children are making.

What the setting must and should do next

The provider should:

• support staff to give children enough time to think and respond to the questions they ask.