Little Sunshine Childcare

What is it like to attend this early years setting?

Children are very happy in the nursery. Staff are vigilant and caring. Parents comment that their children love coming to the nursery. Children demonstrate they are happy as they come to staff for cuddles throughout the day. Parents of children with special educational needs and/or disabilities (SEND) believe that staff 'go above and beyond' to support them. Children learn how to keep themselves safe and healthy. From an early age, children learn the importance of handwashing. They know they must stay with staff as they move through or leave the nursery building.

Staff want children to achieve as well as they can. There is a strong focus on physical development throughout the nursery. Children in the baby room are given time to develop their physical skills at their own pace. Two-year-old children are developing their core strength and chairs have been removed to support this further. Children behave well. They begin to learn that they must share their toys with other children. Two-year-old children respond quickly when staff remind them not to climb on things. However, some distractions at story time can have an impact on children's concentration.

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

• The manager spends a lot of time in the rooms working with staff and observing practice. However, these observations are not yet sufficiently thorough to identify and address all minor weaknesses in teaching. For example, staff miss opportunities to extend younger children's language at snack time.
• The manager has identified that the outdoor environment needs development. She recognises that this does not provide high-quality learning opportunities for children who prefer to learn outside. However, the manager has plans in place to develop this and is keen to move forward with this as soon as she can.
• Some staff do not help all children to understand the value of books and stories. For example, although staff read books in an engaging way, stories are interrupted as staff give out snack. As children try to listen, empty bowls and water bottles are too distracting for some children. This makes it difficult for some children to concentrate and prevents them from fully enjoying the book.
• The manager and staff have a very clear understanding of what they want children to learn. They plan suitable activities to develop their learning further. Staff have an excellent understanding of how children develop their skills for writing. Staff plan a range of activities to help children develop as writers. Two-year-old children thoroughly enjoy large writing movements. For example, they draw lines and circles in sand and on large chalk boards or on the wall outside. Older children are encouraged to refine these skills as they use white boards and markers.
• Children learn how to keep themselves healthy. They enjoy fresh air and exercise, and older children enjoy playing ring games outside. Children are encouraged to drink fresh water throughout the day. Parents provide lunches for their children. Staff give parents clear guidance on healthy packed lunches.
• Children with SEND make good progress. Staff are alert to signs that children are not progressing as they should. They act swiftly to obtain support from other professionals. Staff act on the advice given to them. For example, they use a 'now and next board' to help children who find changes of activity more difficult. They use photos to help children anticipate what is coming next.
• Staff have a good relationship with parents and the on-site school. Staff from the nursery meet regularly with school staff to discuss children's learning. This supports a shared approach to supporting children's learning. Staff use a range of methods to communicate with parents. They talk to parents at the end of a session and send pictures of activities their children are doing. Parents feel that they know what their children are learning in nursery.
• The manager is committed to developing the quality of teaching further. Her plans for professional development are focused on improving practice further. As the numbers of two-year-old children in the setting increases, staff are currently working towards accreditation to support this age group further.

What the setting must and should do next

The provider should:

• improve observations of staff practice and identify and address minor inconsistencies in the quality of education provided
• ensure that the outdoor learning environment provides high-quality learning experiences for all children
• increase children's enjoyment of books and ensure that children can concentrate fully during story time.