Little Sunshine's Preschool

What is it like to attend this early years setting?

Children thrive at this welcoming setting. They are eager to start their day once they arrive. Children have secure attachments to staff and this is clear when they run to greet them, saying 'good morning' and giving them cuddles. Children are familiar with the routine of the setting. They all gather together for circle time and say good morning to their friends before going to play. Children behave well. They use manners and are kind to one another.

Communication and language is a strength at the setting. Children are listened to and spoken to in a calm manner. Children enjoy listening to familiar stories. They eagerly wait for the ending when they all shout 'it's a bear'. Staff are positive role models and understand how to communicate with each child. For example, some children require a little more time when communicating their needs and staff are patient. Staff understand children's cues and respond to them appropriately. As a result, children's communication and language is promoted very well.

Children's independence is supported well. They know to wash their hands after going to the toilet and before snack. At snack time, children pour their own drinks and help to prepare the fruit. When going outside, children put their own coats on and older children attempt to help younger children. Consequently, children are developing their independence.

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

• The nursery managers are passionate and have a clear vision for providing quality care and education for the children. The curriculum takes account of children's interests and what staff know children can do and need to learn next. Staff understand the expectations of them and the whole staff team contribute to the effective running of the setting. Staff are provided with opportunities to discuss their professional development and attend training courses. Consequently, staff develop their knowledge and teaching skills.
• The dedicated staff team provide exciting activities for children. For example, the children are particularly interested in lemons following on from Pancake Day. Staff have provided lemon scented water for children to explore as well as a lemon printing activity. Staff talk to children about the texture of the lemon. Children describe the lemon as 'round, yellow' and 'squidgy'. They say it smells nice too. Children's attitudes to learning are supported well because their interests are planned for effectively.
• Parent partnership is good. Parents state that their children love their time at the setting. They find the key-person system to be effective. Parents are happy that their children make friends and are safe when they are at the setting. Communication is good and parents feel that they are kept up to date about their children's development. The setting also has an app they use to communicate with parents as well as through social media.
• Children are encouraged to celebrate what makes them unique and resources reflect various cultures. Children also learn about different festivals and celebrate special days throughout the year. Children have the opportunity to explore within the grounds of the setting and are eager to tell their friends and teachers about the daffodils they spotted while on their walk. As a result, children experience fresh air and are developing an awareness of the world. However, staff do not always provide opportunities for children to explore the community in which they live.
• Children have ample opportunities to develop their large muscles. For example, children enjoy pushing themselves along on tricycles. Staff make exercising fun for the children, doing stretches, star jumps and practising hopping. Children dress themselves in police outfits and play 'cops and robbers', chasing after their friends. Subsequently, children make good progress developing their physical skills.
• Children with special educational needs and/or disabilities are supported extremely well by a dedicated and passionate special educational needs coordinator. The managers use additional funding effectively. For example, they ensure that children who require some one-to-one sessions receive this. As a result, all children are supported in their learning extremely well.

What the setting must and should do next

The provider should:

• maximise opportunities for children to explore the community in which they live.