Sunflower Preschool

Inclusion: Expected standard

Leaders typically create an inclusive culture where every child is known, valued and supported. They support staff to understand their responsibilities and to meet children's individual needs. Staff continuously observe children and carry out regular assessments, including progress checks, which help to pinpoint any delays in development. Leaders and staff generally work effectively with parents and carers, the local authority and other professionals, such as specialist teachers and speech and language therapists, to secure timely interventions. Leaders and staff who work with children with special educational needs and/or disabilities are enrolled on specialist training. This will help to support them in their role, to strengthen expertise within the setting.

Leaders use additional funding thoughtfully to reduce barriers to children's learning and participation. Children access all areas within the pre-school. Leaders have also provided a dedicated space to help children regulate their emotions and engage in specifically targeted play activities. Leaders and staff value children's home languages, celebrate different cultures and make thoughtful adaptations so that children and families feel welcomed and represented. They hold international lunches, for instance, where parents and staff prepare food from different cultures. This helps everyone feel valued and included.

Curriculum and teaching: Strong standard

The highly inclusive curriculum, designed by leaders, is ambitious, creative and ignites children's interests and curiosity. Staff use everyday routines and modelling to enhance learning, with a clear focus on communication, language and school readiness. Staff use repetition well. For example, circle times revisit familiar stories to help children recall previously learned vocabulary. Children enjoy physical play in the outdoor areas. For example, they dig using shovels and carefully pour water through various tunnels and tubes. Children are engaged, enjoy their learning and remember what they have been taught. Staff use planned next steps and ongoing observation to ensure that the curriculum is delivered to every child at a suitable pace and in line with their abilities and interests. Leaders and staff are highly in tune with children, where there are gaps in their learning. They work closely with families and other professionals to ensure they close gaps in children's attainment.

Children are excited to make choices in their play, choosing from a variety of carefully selected activities that support them to reach clear goals. Children develop curiosity as they learn mathematical skills. Staff help them to develop an understanding of number, through imaginative play. For example, staff help children to count out money in the pretend coffee-shop, they look closely at the numbers and size of the notes to find the correct amount. Staff introduce children to a wide variety of books, which are incorporated into daily activities to help bring the characters to life.

Achievement: Strong standard

Children are confident learners and thoroughly enjoy their play and learning. During water-play investigations, children determine how different tools affect the speed and flow of water and use mathematical terms, such as 'full' and 'empty', to describe weight.

Children build confidence and develop friendships, positive social skills and a clear understanding of expectations. For example, children happily work together to make pretend coffee with their friends in the role-play area. They use a wide range of vocabulary during conversations with staff and one another.

All children, including those with special educational needs and/or disabilities, make secure progress from their individual starting points. Prompt interventions support children's achievement. Children listen attentively, follow instructions, cooperate with others and show increasing independence. These positive outcomes mean that children are very well prepared for the next stage of their education.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff typically promote a welcoming environment for all children. They are positive role models and children behave well. Staff ensure that children understand expectations and adapt their approach when needed. For example, they make adjustments to ensure children with special educational needs and/or disabilities and those with other barriers to their learning, can participate alongside their peers.

Children follow the daily routines well. Staff respond sensitively to children's emotional needs and help them recognise, express and regulate their feelings. They acknowledge children's emotions, provide reassurance when needed and model kindness, respect and positive behaviour. Children show that they feel safe, secure and valued.

Leaders and staff have high expectations for children's behaviour. Children show increasing levels of respect towards their peers. For example, they ask their friends if they can have a turn making a drink in the pretend café. They take turns at being the shopkeeper and using the till. Staff recognise these moments and praise children for their positive behaviour. Leaders set clear expectations for children's attendance and punctuality from the start. Relationships with families help children to attend regularly and ensure that parents know procedures for reporting and managing absences.

Children's welfare and wellbeing: Expected standard

Children benefit from typically warm and nurturing relationships with staff. They feel secure and confident in the pre-school. Leaders and staff know children well and respond sensitively to their individual needs. They ensure that children's welfare and wellbeing are supported through regular routines and caring interactions. Leaders have established policies and procedures that support children's mental health and wellbeing. These are implemented across the pre-school. For example, staff help children to develop emotional and social skills. The setting is a welcoming space where children and families feel safe. Children have access to indoor and outdoor learning and different opportunities to play together, with staff or on their own.

Leaders and staff generally promote healthy lifestyles through daily routines. Children enjoy healthy snacks and typically follow appropriate hygiene practices. Children learn about the benefits of eating fruit and vegetables during fruit-tasting sessions. However, staff do not consistently implement hygiene procedures throughout the day. For example, while most children wash their hands before handling food, those who join activities later sometimes do this without washing their hands. Children also share fruit during some activities, which goes unnoticed by staff.

Leadership and governance: Expected standard

Leaders are experienced and committed to offering high-quality care and education to all children and families. They typically ensure staff have access to a range of training, support and advice to develop their knowledge and skills. Leaders encourage staff to complete additional qualifications. They provide staff with regular supervision opportunities and prioritise their wellbeing and workload. Staff feel supported by leaders and enjoy their roles, keeping morale high and providing a positive environment for children.

On the whole, leaders have a clear understanding of the setting's strengths and areas for development. For example, they have significantly improved children's experiences in the outdoor areas. Leaders act in response to amendments in legislation, such as updating policies and supporting staff to implement changes. However, not all staff have a clear understanding of some changes to procedures. Leaders work closely with parents and carers and other professionals. They ensure that children with special educational needs and/or disabilities and those with barriers to learning and development are suitably supported. Leaders regularly review the use of additional funding to support children's individual needs. This helps to ensure it is used effectively to help children make positive progress.