Sunbeams Atherton

Inclusion: Strong standard

Leaders and staff create an inclusive setting where all children are valued and supported, regardless of any barriers to their learning. Inclusion is a priority for all staff. They consistently implement support for children who speak English as a second language, including lots of visuals and sound buttons reflecting their home language. Staff know the children extremely well and adapt their practice consistently so that all children can participate fully and make progress. Staff make careful assessment of children's starting points. They carry out regular observations to help to identify children's next steps and any gaps in their learning. This enables staff to respond promptly to any concerns. Leaders and staff communicate effectively with parents and carers to ensure that children's next steps and needs are identified and supported. This means that they can carefully identify all children's needs and ensure they are understood and responded to promptly.

Leaders and staff are highly knowledgeable. They have a sound understanding of child development and use this to help children to achieve and make the best progress possible. Staff celebrate all achievements, no matter how small. Staff extend their knowledge through courses and training. They share their learning with the wider team to improve staff knowledge of different ways of learning. Staff share their expertise and practise some of the techniques they have developed and learned through training to help improve outcomes for children.

Additional funding is used effectively to support children. Staff and parents confidently explain how this money is spent to support individual needs. Staff understand what the funding is for and how this can be used effectively to support individual children's needs. For example, they provide additional sessions for children who attend term time only to offer a continuation to their learning. This gives staff autonomy in helping their key children to achieve.

Curriculum and teaching: Strong standard

Leaders and staff implement an overarching curriculum which is ambitious with inclusivity at its heart. This is skilfully designed to give children the knowledge and skills they need to move on to the next stage of their learning. Staff plan for all children as individuals, particularly those who face barriers to their learning. Through the curriculum, leaders build knowledge of local community through strong connections. For example, local police visit the setting to talk about their role in helping the community. Children also benefit from other guest 'storytellers', such as a local guide-dog charity. This helps children to learn about features of their local area and gives them a sense of belonging. Children learn about culture and diversity and the world around them. Staff demonstrate a sound knowledge of child development. Planning accurately reflects children's next steps, with each child having focused planning to help them to achieve their goals. Staff identify where there are gaps in children's development and swiftly amend their teaching to correct misunderstanding or offer a different approach.

Staff narrate children's play, skilfully introducing new vocabulary and modelling conversation. Staff share stories with enthusiasm, helping to capture children's interest and spark curiosity. Children listen attentively and join in with familiar phrases, showing that they are developing a clear love of books. There is a high emphasis on developing children's personal, social and emotional development, with feelings and emotions a focus of everyday activities. For example, staff lead a daily group time activity where children use stories, puppets and props to talk about their feelings. They use this time to talk about how to help their friends when they are feeling sad. Staff seamlessly implement mathematical language into children's play, encouraging them to count and talk about size, shape and weight while exploring dough.

Achievement: Strong standard

All children make excellent progress from their starting points, including those with special educational needs and/or disabilities and those who face barriers to their learning. They benefit from a range of carefully planned activities that build on their interests and next steps, which enables them to progress in their learning. Children settle quickly on arrival and immediately engage in learning opportunities. They are curious in their learning and engage in learning that is tailored to their needs.

Children are consistently encouraged to be independent. Children put on dressing-up clothes in the role-play area. They independently take off their shoes and put them on the shelf, showing that this is embedded practice. They select outfits and staff offer some help, but encourage children to try it for themselves, celebrating with them when they achieve it. Children learn about feelings and emotions and how to manage these effectively. They quickly learn the routines and boundaries of the setting, which helps them to know what is expected of them and helps with regulating their behaviour.

Children are well prepared for the transition between rooms and on to school. Across all areas, they develop secure knowledge and skills, ensuring that they are ready for what they need to learn next.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff implement clear and consistent routines which help children to know what is expected of them. For example, children recognise cues from staff which show them when it is time to tidy up. Staff expertly interact with the children to explain what is happening and how to behave. They kindly explain behaviour expectations, so that children are aware of the next steps. Staff deal with behaviour well and explain that it is okay to feel angry or upset but set clear boundaries for children. Relationships are positive between children. They are respectful and curious about each other. They show understanding when their friends feel sad or angry and try to help them to feel better. Transitions are well managed, meaning that children are ready for the next part of the day.

Parents and carers praise the support and feedback they receive through daily feedback and the online system. They feel included in their children's development and know how to extend learning at home. They are confident to talk about what their children are learning and the next steps in their learning. Parents use professional terms when describing their children's learning. For example, they talk about their children throwing and rolling toys, as demonstrating a 'trajectory' behaviour. This shows that parents are fully informed about their child's stage of development and where it fits into their future learning. Leaders work closely with parents to ensure that children attend regularly and arrive promptly for their sessions. They offer flexibility to ensure that children get the most from their learning and sessions suit the needs of children and families.

Children's welfare and wellbeing: Strong standard

Leaders create a nurturing environment for all children where they are encouraged to develop their independence and skills. The children are settled and confident with their key person. They know who to go to for comfort and reassurance. This means they build resilience and confidence. Interactions are effective and consistently support children's learning and development. Leaders and staff place a high emphasis on building children's personal, social and emotional development. The key person approach is well-embedded and helps children to form secure relationships. As such, children thrive in their emotional wellbeing and benefit from trusting relationships with their key person. Leaders and staff develop warm, positive relationships with the children. They work in partnership with parents and carers to ensure that babies' routines are established and mirror those from home. This promotes their health and wellbeing.

Staff consistently promote healthy eating and hygiene routines. Children independently access water and pour themselves a drink at mealtimes and snack times. During role-play, they confidently dress and undress themselves, and help their friends with coats and shoes. This helps them to become increasingly independent and develop the confidence to manage their own needs. They learn about healthy choices through the variety of foods they are offered, and consistently talk about foods that are good for them. Staff gather important information about allergens and intolerances and use place mats and serving bowls that are colour coordinated using a 'traffic light system'. This ensures that staff can quickly identify children's needs and maintain a safe, inclusive snack routine.

Safe-sleeping arrangements are fully embedded in practice. Leaders have appointed a safe-sleep champion who offers training and support to other staff members. This ensures that practice is fully implemented and embedded across the setting. This helps to ensure a consistent approach, keeping children safe while they sleep.

Leadership and governance: Strong standard

There have been some changes to the leadership team since the last inspection. They have worked closely with staff to implement more robust policies and procedures, particularly in relation to supporting children with additional needs, and the reporting and recording of accidents. Leaders have identified previous breaches and swiftly taken action to put things right.

Leaders follow robust safer-recruitment procedures, including support, training, and coaching for all new staff through their induction period. They carry out regular supervisions with staff, where they discuss any issues, safeguarding concerns and identify areas for improvement.

Leaders place a high emphasis on staff wellbeing, with staff offered in-house yoga and meditation sessions. This, along with a flexible approach to work and a healthy work-life balance, helps to promote a strong sense of positivity. Staff are passionate about training and talk about the training they have accessed and the benefit of it. Leaders provide unlimited support to staff to help extend and promote their professional development. They offer opportunities for staff to access further training to enhance their roles and ensure their knowledge is up to date.

Leaders create a culture of openness and promote strong partnerships with parents and carers. They ensure that information is shared both ways, to provide the best opportunities for children. They spend time getting to know families as well as children. This enables them to provide tailored support to individual families to help meet their needs. Parents are highly complementary about the setting and consistently talk about what their children enjoy, what they have learned, and the progress they have made.