Sunflowers Childcare C.I.C

Inclusion: Strong standard

Leaders and staff are committed to ensure children consistently experience inclusive practice. They are dedicated to meeting the individual needs of all children attending. There is an inclusive culture that is understood by all. Leaders and staff ensure the environment is inviting and welcoming for all attending. Robust assessment and observations completed when children first attend, mean the highly skilled staff have detailed knowledge of children's starting points.

Staff are skilful in their interactions and have a detailed knowledge of child development. This means children's individual needs are swiftly identified. Detailed information and ongoing discussions with parents mean precise next steps for learning are in place. Staff are responsive to children's changing needs and support children with special educational needs and/or disabilities (SEND), and those with barriers to learning, extremely well. They ensure strategies in place have a positive impact on outcomes for children and they reach their full potential.

Staff adhere to personalised routines and implement targeted interventions. Resources and visual prompts support all children to access and succeed. Leaders' use of early years pupil premium funding is purposeful and targeted. Leaders ensure staff feel confident in their role and they receive ongoing training and support so that they can be highly effective and confident when supporting children with SEND.

Curriculum and teaching: Expected standard

Leaders have a clear understanding of the quality of the ambitious curriculum and teaching. They monitor practice, role model expectations and coach staff. Leaders routinely evaluate impact, using this knowledge to drive continuous improvement. The flexible well-sequenced curriculum meets all areas of learning in both the indoor and outdoor environments, and covers all areas of learning. Staff capture and follow children's interest and effectively build on what they already know and what they need to learn next. There is a focus on supporting children to be independent learners and communicators. Staff adapt activities effectively for every child, including those with special educational needs and/or disabilities, and those with barriers to learning, to ensure inclusion. For example, activities at sports day are adapted to ensure all children can participate and achieve. Resources, such as visual prompts, signing and 'now and then' boards help children understand and make choices.

Staff generally promote children's communication skills across all areas of learning. They introduce new vocabulary and hold meaningful conversations. Staff are confident when introducing number, shape and colour language from an early age, embedding mathematical language and concepts throughout play. For example, children confidently describe the shapes they need while building structures using magnetic construction resources. They have a clear understanding of size and number and shape. Children discuss buckets of sand being heavy; they learn about sinking and floating during water play activities.

Achievement: Expected standard

All children make consistent and steady progress from their starting points and are developing the skills to support their future learning. Children develop increasing confidence and independence. Even the youngest children manage simple self-care routines, including putting on shoes and washing their hands prior to meals and snacks with confidence.

Children's physical development is promoted well. Children build strength, coordination and confidence through a range of targeted indoor and outdoor activities. They communicate clearly and develop increasing vocabulary. The environment is rich in language opportunities and contributes to children's speech and language development effectively. Children are sociable and respond positively to adults and their peers. They show curiosity and persistence that supports their engagement in learning. Children learn in a calm atmosphere, and staff ensure children are given time to process new challenges and experiences. Children are well prepared and ready for the next stage in learning and transition to school.

Behaviour, attitudes and establishing routines: Expected standard

Staff promote positive behaviour and attitudes through the daily routines, clear expectations and calm, supportive interactions. Nurturing and respectful staff model expectations well. They speak with kindness to the children, model turn-taking and listen and acknowledge what children have to say. When children become frustrated, staff respond sensitively, explain boundaries clearly and redirect play appropriately. The provision of a quiet cosy space also provides children who may feel overwhelmed opportunities to remain calm and relax. This also helps them develop self-regulation and supports them to return to positive play.

Children show growing independence, cooperation and confidence during daily routines. For example, staff encourage children to take responsibility and help tidy resources and prepare for activities, while providing reassurance and guidance. Children follow familiar routines increasingly well and take pride in completing small tasks. However, while children behave well, they spend a long time waiting during transitions, for example when they have finished lunch, during care needs and when preparing for outdoor activities. This means they are not consistently engaged in meaningful learning.

Leaders and staff also work closely with parents and carers to support consistent routines and expectations, helping children benefit from continuity in their care and learning. Leaders positively promote the importance of regular attendance.

Children's welfare and wellbeing: Expected standard

Staff fully understand and swiftly identify the unique needs of all children, including those with special educational needs and/or disabilities. They are responsive and effectively adapt procedures, such as nappy changing, to ensure children are fully supported and their wellbeing is prioritised. Staff are nurturing, respectful and show genuine care towards the children. They ensure children's dignity and privacy are maintained during personal care routines. Ongoing interactions with children are generally positive and contribute to their emotional wellbeing. Trusting and positive relationships with staff help children feel comfortable and confident within the environment. Typically, staff support children to recognise, express and manage their emotions through sensitive interactions and clear guidance. This helps children to develop a secure sense of emotional wellbeing.

Wellbeing is considered throughout the day, promoting healthy lifestyles with nutritious breakfast and snacks served and individual routines supported. However, staff do not consistently interact with younger children at mealtimes. While staff support children to eat safely, they do not sit with the youngest children and engage in general conversations. Therefore, children do not fully benefit from developing social skills and understanding of expectations during these daily shared experiences. Children thoroughly enjoy their time in the garden. They understand the importance of fresh air and exercise to stay healthy. They are also fully aware of the need for sun hats, sun cream and drinking lots of water when it is hot to keep themselves safe.

Leadership and governance: Expected standard

Leaders provide clear direction for the staff, and a shared culture of evaluation is in place. This ensures children benefit from an organised and stimulating environment. Overall, leaders review practice well. They are realistic in how they consider activities, routines and experiences and how these can be developed so children remain engaged and continue to build new skills. While leaders are aware of the need to improve waiting times during some routines, and strengthen staff engagement with younger children, this is not yet embedded in practice. Staff meetings and focused training opportunities to build on staff knowledge are in their infancy to improve outcomes.

Leaders prioritise secure partnerships with parents and carers. Parents speak highly of the leaders and staff and share their complete gratitude for all the support they receive and the progress their children make as a result of attending. Leaders work closely with parents to share information about their children's learning and development, and parents comment on the excellent communication they receive.

Leaders work with external professionals, where additional support is needed, and ensure that appropriate advice and guidance are sought. Additional funding is used thoughtfully to provide resources and to support the training and professional development of staff, so that children's needs can be met effectively. Through reflective leadership and ongoing communication with staff and families, leaders maintain a setting where children feel included, supported and ready to continue their learning.