Sunflower House Nursery Ltd

Inclusion: Strong standard

Staff hold high expectations for every child and create an environment where all children feel valued and included. They take time to understand each child's background, strengths and needs, which helps them plan support that is both personalised and consistent. Children with special educational needs and/or disabilities (SEND) are identified early, and staff work closely with families and other professionals to ensure that support is well coordinated. For example, staff follow advice from speech and language therapists to plan activities that build children's communication skills. Inclusive strategies are embedded in daily routines. All staff are trained to use language programmes, visual aids and 'bucket time' activities, which help children follow routines, stay focused and express their needs. For children who benefit from clearer structure, 'now and next' boards support them to manage transitions confidently.

Leaders monitor every child's progress carefully and use additional funding thoughtfully to support disadvantaged children, those with SEND, those known to children's social care, and children facing wider barriers. Staff make a clear difference by adapting activities, offering calm reassurance and ensuring that each child can engage fully in the nursery day. Children who may need extra help show they feel secure, understood and able to participate alongside their peers.

Curriculum and teaching: Expected standard

Staff plan a curriculum that builds children's independence, confidence and readiness for future learning. They create an environment and activities that spark curiosity, where children are able to explore freely and build on their learning. Staff support children's communication and language skills well. They provide daily opportunities for children to hear stories and sing songs and use story sacks and props to engage them further. Staff ask questions to encourage children to recall words and sentences from familiar stories and express their ideas. Meaningful opportunities are provided to help develop the small muscles in children's hands that are needed to master new skills such as cutting and controlling a pencil. Quiet spaces are provided to allow for focused teaching, small-group sessions or simply time for children to relax with a book.

Leaders and staff act as positive role models and work together to offer a well-sequenced curriculum that includes learning about different cultures, family traditions and the wider world. Leaders have a clear understanding of curriculum quality and teaching. They review the curriculum regularly and evaluate practice with staff to ensure progress. However, the curriculum for mathematics is not as well planned and taught as other areas. For example, staff do not consistently introduce numbers and mathematical ideas during play.

Achievement: Expected standard

Overall, children make secure progress from their starting points and gain the knowledge, skills and confidence they need to succeed in the next stage of their education. Staff generally plan learning that meets children's individual needs and builds confidence and independence. All children, including those who are disadvantaged, those with special educational needs and/or disabilities, or are known to social care, achieve well. They become confident communicators, using new vocabulary, sharing ideas and listening attentively to others. During story time, children point to pictures, repeat new words and show clear enjoyment as staff bring books to life. Children develop key early skills in literacy, such as mark making, recognising letters and enjoying stories. Children gain physical skills through activities like cutting, balancing, climbing and using wheeled toys. Children demonstrate creativity and problem-solving as they explore materials, construct models and take part in imaginative play. They grow socially and emotionally, learning to cooperate, take turns and manage their feelings. Through daily routines and guided support, children develop independence, self-care skills and a positive attitude to learning. At times, children demonstrate emerging numeracy skills, for example as they are supported to count, sort and explore patterns. However, children are not achieving as well in their mathematical development overall.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well throughout the day and respond positively to clear, calm guidance from staff. Staff use warm, kind interactions and offer frequent praise, which strengthens children's confidence and self-esteem. A consistent approach to behaviour helps children learn what is expected of them, and they develop respectful relationships with others.

Children show positive attitudes to learning overall and are eager to take part in activities. They listen carefully when it is time to tidy up and take pride in helping. From an early age, staff teach children how to take turns and share resources, which supports cooperative play. Children enjoy doing things for themselves and show a strong 'can-do' approach. They self-register by recognising their names and photos, dress themselves, hang up their coats and serve their own food and drink with growing skill. Children confidently choose their own play and demonstrate curiosity in new experiences. Staff model gentle, respectful communication and apply effective strategies that help children understand right from wrong. Children play well together and show kindness towards others.

Leaders promote good attendance and punctuality and share expectations with parents through the welcome pack and regular communication. Staff work with families to support consistent attendance so children do not miss learning.

Children's welfare and wellbeing: Strong standard

Staff teach children how to stay healthy and safe through clear routines and simple explanations. They show children how to wash their hands before meals and talk about the benefits of freshly cooked food. Staff also remind younger children to drink water regularly, helping them form healthy habits. Staff act as positive role models and know each child well, responding quickly and sensitively when support is needed. Staff skilfully teach children how to recognise, manage and express their emotions. Older children are encouraged to talk about their emotions and are beginning to understand how to wait patiently for their turn to use a tricycle in the garden.

Children learn about healthy eating and how food affects their bodies. For example, they explore which foods support a balanced diet and promote good oral health and practise cleaning their teeth. Mealtimes are calm and organised. Staff sit with children, model good table manners and support lively conversations about healthy choices and exercise. Children learn to use cutlery, pour drinks and serve food, which builds independence. They also learn how plants grow and why caring for the environment matters. Staff encourage children to put on their coats before going outside, reinforcing self-care and responsibility. Children benefit from regular physical activity outdoors, developing skills and confidence to use wheeled toys, balance, jump and throw balls.

Leadership and governance: Expected standard

Leaders care about the wellbeing of staff, children and families using the pre-school. They provide strong support to staff including ongoing training and opportunities for professional development. Leaders ensure staff have the regular supervision and reflective discussions they need, which strengthens morale, confidence and retention. Staff attend safeguarding and first-aid training to keep children safe and maintain up-to-date knowledge. Leaders model high-quality teaching practice and reflect on the effectiveness of the provision, making improvements where needed overall. For example, the team is reviewing how to offer more challenging outdoor experiences to build children's independence and confidence. However, leaders have not yet addressed inconsistencies in staff interactions and the organisation of some activities for younger children. This limits children's progress and prevents leaders achieving a consistently high-quality curriculum delivered through highly effective teaching and interactions.

Partnerships with parents are central to the ethos of the setting. Leaders and staff greet families each day and maintain regular communication, helping parents feel included in their child's learning. Parents use an online assessment system, attend meetings and stay-and-play sessions, and take part in home-learning activities. They report feeling valued and appreciate practical guidance, such as support with toilet training or extending learning at home. Staff also work with local schools to support smooth transitions to Reception, including attending training to identify children who may need extra support.