Little Sunflowers Child Care

Inclusion: Expected standard

Leaders create a caring and inclusive culture. Staff know children well and build strong relationships. They identify children's needs early through ongoing assessment and close work with parents. This helps staff understand each child's starting points and respond quickly to help close any gaps.

Leaders take clear action to reduce barriers to learning and wellbeing. Staff adapt activities, use strategies such as Makaton, and provide targeted support to help children take part. They work closely with external professionals to meet children's needs. For example, they seek advice and adjust practice to support children with special educational needs and/or disabilities.

Leaders monitor children's progress and review support regularly. Staff identify gaps early and put support in place to help children catch up. This includes children who are disadvantaged and those known to children's social care. Leaders work with families to build shared understanding and ensure consistent support.

Leaders use additional funding purposefully to support children's learning and development. Children benefit from resources such as books and tools that help them recognise and talk about their emotions.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the curriculum. They focus on strengthening sequencing and ensuring teaching builds on what children already know. Staff use assessment effectively to understand children's starting points and identify gaps early. This helps them plan support so children do not fall behind.

The curriculum supports all areas of learning. Staff place a strong focus on communication and language. For example, they use meaningful conversations, Makaton and daily routines to build children's vocabulary and understanding. They introduce new words such as 'Velcro' and use mathematical language during activities like counting and describing shapes.

Children's physical, personal and social development is prioritised well. The environment supports independence, confidence and positive relationships. However, at times, teaching is not precisely matched to children's individual needs, to consistently and rapidly build on their learning. For example, sometimes, large-group activities engage older children well, but are not as well planned to interest younger children, who lose interest and do not fully benefit from the intended learning.

Children benefit from a range of indoor and outdoor experiences that promote active learning. At times, however, staff focus more on adult-led activities and do not always consider how to offer children chances to explore their interests more deeply and practise their problem-solving and thinking skills independently during play.

Achievement: Expected standard

Children typically make steady progress from their starting points. They grow in confidence, communicate well and engage enthusiastically in a wide range of activities. Children build positive friendships and learn to play cooperatively alongside others. They develop their language skills through meaningful interactions with staff and their friends. Children express their ideas clearly and use a wide range of vocabulary for their age. They happily talk about what they are doing and confidently explain their experiences. For example, children discuss how plants grow and describe what they need to help them develop. Children with special educational needs and/or disabilities join in fully with daily activities and experiences.

Overall, children develop key skills that prepare them for their next stage of learning. They show curiosity, concentrate well and enjoy exploring new experiences. Children approach learning positively and demonstrate high levels of engagement and motivation.

Behaviour, attitudes and establishing routines: Expected standard

Leaders create a calm and positive environment with clear expectations for behaviour. Staff model respectful interactions and support children to understand routines. Children respond well. They listen, follow guidance and show care for others. Relationships between staff and children are secure. Key persons know children well and provide consistent support. This helps children feel settled and safe. Children seek out adults for reassurance and guidance, which builds their confidence.

Children learn to get along with others. They share, take turns and play cooperatively. They build friendships and show increasing confidence in group activities. Younger children benefit from learning alongside older children. For example, they copy and practise new skills, such as repeating counting sequences they hear from others. Routines are well established and support children's sense of security. Children understand what happens next and move between activities smoothly. Leaders promote regular attendance and consistency. This helps children build relationships, settle into routines and engage in learning.

Children's welfare and wellbeing: Expected standard

Staff provide effective care that meets children's individual needs. They know children well and build strong, secure relationships. Key persons offer consistent support, which helps children feel safe, settle quickly and develop a strong sense of belonging. This includes children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care.

Staff help children recognise and manage their feelings, for instance using tools such as emotion puppets and familiar stories. This helps children build confidence and take part in play. Children form positive relationships with others and show care and consideration during interactions.

Daily routines support children's health and independence. Children manage hygiene routines, choose healthy food and develop self-care skills. Mealtimes are calm and social, and staff use these moments to support language and interaction. Sleep routines are well organised. Staff follow safe practices, understand children's needs and carry out regular checks. This supports children to be refreshed and ready to engage in learning. Staff also support children's physical development through a range of indoor and outdoor experiences. Children stay active, explore safely and develop confidence in their abilities.

Leadership and governance: Expected standard

Leaders run the setting effectively and maintain strong daily organisation. They ensure clear routines, a safe environment and smooth day-to-day practice. Staff are well deployed, which supports both children's learning and their safety and wellbeing.

Leaders make decisions that support all children, especially children with special educational needs and/or disabilities, those who are disadvantaged and those known to social care. They ensure early identification of needs and put support in place quickly. They work closely with parents and professionals to secure the right help for children.

Leaders show a strong commitment to continuous improvement. Recent training, for instance in simple sign language, has had a clear impact on practice. Staff use this consistently to support children's communication and understanding. Leaders also access training through the local authority and networks to keep knowledge up to date.

Leaders support staff wellbeing. They provide regular check-ins, supervision and guidance. Staff feel valued and supported in their roles. Leaders are currently prioritising the need to strengthen how they monitor the impact of training on daily practice to build on staff consistency.