Sunflower Coppice

What is it like to attend this early years setting?

Friendly staff greet children on arrival. Children are keen to get into pre-school and hang up their belongings. Staff are positive role models and children know what is expected of them. As a result, they behave well. Parents comment on the improvements in their children's behaviour since attending. Older children demonstrate high levels of independence. During large-group activities, they listen and follow instructions as they join in with singing and actions to familiar rhymes, such as 'Twinkle, Twinkle, Little Star' and 'Roly Poly'. Older children are well prepared for their next stage of learning.

Staff provide opportunities for children to explore and investigate a wide variety of activities across the seven areas of learning. They are based on children's interests and identified learning needs, enabling children to make progress from their starting points. Children are confident in social situations. As a result, they are starting to develop friendships. They are eager to join in with others as they wash dolls in the role play area and use spoons to pass marbles back and forth to each other. Children have access to fresh air in the outside area. There are opportunities for children to develop their physical skills. Staff teach children to take appropriate risks safely as they climb and move around on large equipment. The pre-school promotes oral health and children participate in teeth-brushing activities. Children talk to staff about the importance of brushing their teeth.

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

• Partnerships with parents are good. They talk about feeling confident leaving their children with the staff. Parents feel informed about their children's learning and development and can access information on the provider's online system.
• The manager is reflective and has reviewed the learning environment to meet the needs of children and promote more opportunities for independence. For example, children now enjoy free access to a variety of craft materials to explore and express themselves.
• Children have access to a wide variety of learning opportunities covering the prime and specific areas of learning. Staff plan around children's interests and have clear intent. However, this is not always implemented in practice. For example, the staff are teaching children about healthy eating and making healthy choices. However, children are not able to make connections with their learning and real-life experiences as they do not have opportunities to explore fresh fruit and vegetables, and the snacks provided by parents are not always healthy.
• Staff are knowledgeable and talk confidently about their key children's interests and where they are with their learning and development and next steps. They have identified that COVID-19 has had an impact on children's communication and language, and it is an area of focus within the curriculum intent. However, interactions do not always encourage children to learn new words and extend vocabulary as they explore ideas. There are limited opportunities to access and share stories within the environment.
• Staff respond in the moment to children's requests. For example, a child asked to make play dough and the staff member set an activity up with a small group and supported them to measure out ingredients and make the play dough.
• The setting is developing links with other providers the children will move on to, which is supporting smooth transitions.
• Although older children manage the daily routine and transition points well, younger children find it difficult. Often, staff deployment is not focused on those younger children and does not always take into account their age and stage of development.
• Supervision occurs termly and staff feel supported. Staff can access a variety of training, both online and face to face. However, professional development and coaching does not focus on the implementation of the curriculum intent, ensuring staff know what is expected of them.

What the setting must and should do next

The provider should:

• review routines and deployment of staff during transition times, with particular focus on younger children, to ensure expectations are appropriate for their age and stage of development
• create a richer environment that supports children to make connections in their learning
• ensure professional development and coaching of staff links with the curriculum intent, with particular focus on communication and language, making sure staff know what is expected of them.