Sunbeams Academy

What is it like to attend this early years setting?

Staff know children well and understand their individual needs. This supports children to quickly settle and warmly greet staff and each other on arrival. Parents and staff talk about the nursery feeling like a family. Staff form strong relationships with parents and value parents' knowledge about their children. This enables staff to support children and provide activities that children enjoy and are interested in. Children take part and, as a result, learn the skills needed for their next steps in learning, such as taking turns, sharing, and contributing at circle time.

Staff encourage children to make decisions and choose from activities and play equipment that has been carefully considered. Staff build on what children already know and are interested in. Staff remind children what they must do and acknowledge their achievements with praise and encouragement. Children behave well and understand what good behaviour is. They enjoy completing tasks independently, such as removing their outdoor shoes for soft indoor shoes.

Staff encourage children with their counting skills as they count the leaves and pretend to cook in the mud kitchen. Staff encourage the children to think about shape, size, and colour. Children eagerly consider who has the biggest bowl and what happens when the content is poured into a smaller bowl. Staff spend time with the children comparing and describing the colours of the leaves. Children gain new vocabulary, such as 'speckled', 'swirls' and 'enormous'. They gain confidence in using new words and sounds.

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

• Leaders and managers have a clear understanding of how to support children with special educational needs and/or disabilities and children who speak English as an additional language. There are clear procedures in place to ensure that support is sought for children with emerging needs. The special educational needs coordinator works closely with parents and other professionals to plan meaningful teaching and care, and create individualised plans to help children to succeed.
• Leaders and managers are ambitious for children's learning. The curriculum is effective and supports children to develop the skills they will need for their next stage of learning. However, occasionally, some staff do not allow sufficient time for all children to process questions, clarify their thinking, and be able to contribute with a response, in order to further extend their understanding and speaking skills.
• Leaders and managers have sufficient overview of the nursery. The team has identified strengths and areas for further development, such as evaluating systems for children who speak English as an additional language. For example, visual markers and cues support children's learning so they understand what is happening next and what they need to do. Staff gather key words in children's home languages and use Makaton signs to support children's understanding.
• Key persons work hard to establish effective and close bonds with their children. Children's activities closely match their interests and what they need to learn next. For example, older children learn to recognise the shape and sound of letters when they begin to write their name. Babies begin to mimic the rhythm of conversation as they gurgle and babble to their key person.
• Staff support the communication and language development of children. Staff involve children effectively in shared stories and use props to introduce new words and language. For example, children enjoy a role-play session where they feed a puppet and enthusiastically shout out the names of healthy foods. This supports children to increase the range of vocabulary they use in their play and learning.
• Parents speak highly of the setting and form good relationships with staff. Parents feel that they are listened to and included in what their child is learning at nursery. Managers and staff keep parents informed through newsletters, phone consultation and daily updates. Regular meetings take place between parents and staff to share children's progress.
• Leaders and managers ensure that staff have the support and training required, and develop and provide opportunities that are relevant to the needs of each staff member.
• Staff are positive role models for children as they communicate with each other with respect and kindness. Children's behaviour mirrors this as they listen to and encourage each other. For example, as one child completes their Christmas painting, the other children clap in appreciation.

What the setting must and should do next

The provider should:

• provide sufficient time for all children to process questions, clarify their thinking, and be able to contribute with a response, to further extend their understanding and speaking skills.