Sunflowers Day Nursery

What is it like to attend this early years setting?

Children are safe and happy in the warm and caring environment. Babies have time with their key person as they settle in. Staff know their key children extremely well. They provide children with individual settling-in procedures, so they get to know them carefully. Children are enthusiastic about their learning and remember what they have been taught. For example, children listen to stories and act this out in their play as they dance like a ballerina, giving a twirl. Older children benefit from an ambitious curriculum and develop their early mathematics skills. They add one and one together to make two. They then find the number on the number line and practise holding the pencil to write the number two. Children delight as they are praised for their efforts.

Children have high levels of respect for each other. They wait patiently and take it in turns as they master pouring their own drinks from the jug. Children are highly motivated in their learning. They help each other to problem solve. For example, older children build a tower together. As it falls, they consider different ways to make it taller. Children have lots of opportunities to play in small groups. Younger children benefit from these one-to-one interactions with staff as they start to develop their confidence. Staff expertly support children to then play alongside others and build relationships.

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

• Staff are committed to developing children's communication and language skills. They place strong emphasis on reading stories and singing with the children enthusiastically. Older children learn new vocabulary as they talk about the 'core' of the apple at snack time. Staff encourage children to have a love of stories as they help them to look at 'The Hungry Caterpillar' book and turn the pages.
• Staff have high ambitions for all children. Children with special educational needs and/or disabilities are proactively supported in the setting. Staff and the leadership team work closely with parents and other professionals to carefully plan for children's individual needs. The special educational needs coordinator is committed to her role and supports the team with her skills and expertise. All children make rapid progress in their learning.
• There is a highly ambitious curriculum in place for all children, which staff deliver skilfully. Staff share in the warm, caring ethos of the setting. They carefully design and create activities that are based on children's interests. For example, they have sand in the large tray to link with children's interests as they visit the beach at the weekend. As a result of this careful planning, children are highly motivated and engaged in their learning.
• The quality of teaching and learning is exceptional. Children are confident and inquisitive learners. The impact of the curriculum is evident through the excellent progress children make. Staff put children at the heart of all they do.
• Healthy eating is a priority in the setting. Children are encouraged to think and talk about healthy foods. At snack time, children talk about the vegetables they have in their home-made cottage pie. Staff extend this further by asking children what other healthy foods they eat. Children further develop their communication skills as they confidently engage in conversations with staff at both snack and lunchtime.
• Staff are sensitive to children's self-care routines. They ensure children's privacy when changing and using the toilets. Staff help children to understand the importance of hygiene routines. For example, older children are encouraged to wipe their nose and put the tissue in the bin. Children are developing their ability to care for themselves.
• Parent partnerships are excellent at the nursery. Parents comment on the information they receive and how they know what their children are learning. Activities for supporting children's learning at home are provided by the staff and link to children's interests. The management team reflect on parents not being able to enter the setting during the COVID-19 pandemic. They explain their risk assessments and how they have kept in touch with parents. This has included using an online platform, which parent's comment has helped to develop communication.
• The management team prioritise staff well-being, training and development. Staff explain their targets for professional development. Supervisions are highly effective and staff feel well supported in the setting.