Little Sunshine's Bromley

Inclusion: Strong standard

Leaders and staff demonstrate a highly effective and proactive approach to inclusion. They use observations and assessments to quickly identify children's emerging needs. Children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to learning, receive targeted support and timely intervention. For instance, staff use a sensory room to support children who need a calm environment to promote learning and emotional support. In addition, children benefit enormously from small-group activities that are well planned and personalised. This supports children to develop their communication skills.

Staff adapt activities skilfully to meet each child's individual needs, ensuring all children, including those with SEND, can fully access the curriculum. Staff receive training and supervision, supporting their understanding of how to implement a sequenced approach to supporting children's needs. Leaders and staff monitor children's progress closely and evaluate the effectiveness of the support provided.

Leaders and staff work effectively with parents and external agencies, such as the local authority special educational needs team, to ensure a joined-up approach. Parents are fully informed about how funding is used to support their child, and they report high levels of satisfaction with their child's progress. All children, including those who face disadvantage, make rapid progress and thrive in a highly inclusive environment.

Curriculum and teaching: Expected standard

Leaders demonstrate a secure understanding of child development. They hold regular discussions with staff to review the quality of teaching and the curriculum to identify areas for improvement. They have designed a well-sequenced, inclusive curriculum that aligns with children's developmental stages and interests. Staff use ongoing assessments to identify what children know and can do. These assessments help staff create indoor and outdoor environments that encourage children to explore, be curious and use their imagination. For instance, children take part in nature walks where they collect sticks, flowers and leaves. This supports their understanding of the natural world and helps them to develop their sorting skills. Regular outings in the local community help children to consolidate their learning and deepen their understanding of the world around them. Children are confident and independent learners who actively engage in their environment.

Staff provide planned opportunities for all children to develop their physical, personal, social and emotional development. Babies build towers, which supports their hand-eye coordination. Toddlers participate in group activities that promote turn-taking and sharing. Pre-school children follow instructions during yoga sessions, which help them to focus and concentrate while developing strength and flexibility.

Staff promote children's language and communication across all areas of learning, including the use of early mathematical language. They support children's language development through a range of strategies, including reading books, singing nursery rhymes and introducing new vocabulary. Staff and children engage in positive interactions throughout the day. However, staff do not always use interactions effectively to extend children's thinking and learning. As a result, children's learning is not always maximised.

Achievement: Expected standard

Children make steady progress as they move through the setting. From their starting points, children develop increasing confidence in speaking and listening. For instance, younger children identify toy animals such as 'whale', 'shark' and 'giraffe'. Older children can identify initial sounds in words such as 'mountain', 'snake' and 'insect'. Children confidently incorporate new vocabulary in their play. They also enjoy playing games in large groups, which gives them the opportunity to listen when others are speaking. This helps them to build social skills and form meaningful friendships.

Behaviour, attitudes and establishing routines: Expected standard

Relationships between staff and children are warm and caring. Staff respond sensitively to children's needs, offering reassurance and encouragement. For instance, staff provide children with cuddles when needed, helping them to feel comforted and emotionally secure. This helps children to feel safe, enabling them to engage positively in their learning.

Leaders create a positive environment where expectations for behaviour are clear, age-appropriate and generally understood by children. For example, children are familiar with the setting's 'golden rules', such as using 'kind words' and 'good listening'. Overall, children are friendly and behave well. At times, children have minor disagreements and are able to resolve them without adult support. However, staff do not always use these opportunities to teach children about the impact of their behaviour on others or to explore emotions in greater depth. This limits children's understanding of feelings and how their actions affect others.

Leaders promote attendance and punctuality by working closely with families. They follow up on absences and maintain communication through systems such as the online childcare app. This supports consistent attendance. Parents describe leaders as 'supportive' and 'approachable', which helps promote regular attendance and establish consistent routines between home and the setting. This collaborative approach helps children to settle quickly and engage confidently in their daily activities.

Children's welfare and wellbeing: Expected standard

Staff build secure and trusting attachments with children. They implement group activities to help children recognise and express their emotions. Children enjoy identifying happy and sad faces and discussing situations that make them feel these emotions. They are beginning to develop their confidence in using appropriate language to talk about their past experiences.

Children are supported to develop an understanding of their physical development, health and wellbeing. They follow hygiene routines, such as washing their hands before mealtimes, and are encouraged to develop independence by serving nutritious food, pouring their own water and managing their personal care. Staff closely monitor children while they sleep, ensuring their safety and wellbeing.

Staff know children well and adapt their support to meet each child's individual needs. Children with special educational needs and/or disabilities and those who face barriers to learning receive targeted support. For example, staff use now and next visual timetables to help children understand routines and manage transitions. Overall, routines are generally effective. However, transition times are not always well organised. For example, during mealtimes, children sometimes wait for an extended period without engaging purposefully. This limits opportunities for learning and does not fully support children to remain engaged in their learning.

Leadership and governance: Expected standard

Leaders demonstrate a clear commitment to improving the quality of the provision. They have a clear understanding of the setting's strengths and areas for further development. Since the last inspection, they have worked diligently to strengthen practice across the setting. Leaders are committed to providing an inclusive environment and to making decisions in the best interests of all children, including those with special educational needs and/or disabilities (SEND) and those facing barriers to learning. Leaders work collaboratively with parents and external agencies to ensure children receive appropriate and timely support. Children, including those with SEND, progress well across all areas of learning in the early years foundations stage framework.

Leaders take effective steps to support staff wellbeing. For instance, leaders adapt staff's work schedules to accommodate their personal circumstances. Regular communication and teamwork contribute to a positive working environment. Leaders ensure staff participate in a range of professional development opportunities, both face-to-face and online. However, while training is in place, its impact is not always consistently embedded in practice. For example, staff do not always use their knowledge effectively to extend children's thinking. This limits opportunities for children to make the best possible progress in their learning.