Sunflowers Pre School

What is it like to attend this early years setting?

Children are happy, secure and settled in this welcoming environment. Staff know the children well and demonstrate good knowledge and understanding of the intent of their curriculum. They know exactly what progress children have made and what they will be working on next to prepare them for the next stage. Staff focus on quality interactions to enhance children's progress. They consistently follow a child-led approach, adapting and moving children's learning on in the moment. They plan from children's interest to ensure activities are always motivating and engaging. For example, children's current interests in construction work in the local community has inspired a creative and exciting building area, where children use their own ideas, select tools and materials they need and mix their own sand and cement.

Staff ensure children feel valued and have a sense of belonging at this pre-school. They take time to ask children their views and opinions and always give children time to think and respond. They encourage children to make their own choices and give them emotional vocabulary and understanding to support their feelings and self-regulation. Children enjoy using the 'colour-me-happy house' to explain what colour their feelings are each day. Staff praise and celebrate children's achievements. For example, they display children's work proudly, including their models and pictures. Staff capture each child's voice and ensure the pre-school reflects the children's ideas. They recently created their own measure for their pre-school sunflower. All children are involved and excited to observe its growth and plot its progress.

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

• Children's independence is fostered and they follow instructions and routines well. They know what is coming next and transitions throughout the day are smooth and positive. Children enjoy finding their photo for the board as they wash their hands ready for lunch. They are encouraged to find and select resources they need and prepare their own snack by spreading butter on crackers and slicing cucumbers.
• Children are curious and have plenty of opportunity to explore the carefully planned environment. They demonstrate positive attitudes towards learning as they test out their ideas and have a go. They spend long periods of time at the water tray, concentrating well and working cooperatively with their friends. They hold funnels for each other to pour water into narrow containers and get more water using pipettes.
• Staff focus on supporting children's communication skills. They use a wide range of vocabulary to help children learn new words and ensure they repeat familiar words, stories and rhymes to increase children's language development. Children enjoy a story of the week and explain what they think is happening. They decide what songs they would like to sing from an extensive repertoire and they frequently initiate conversation with their peers demonstrating their progress and language skills.
• Staff have formed good relationships with the children and the key-person system is effective. Staff monitor children's progress from their starting points and think about what children can do when they arrive at pre-school. They use these starting points and regular observations to track and monitor children's development. If children need further support, this is identified early and targets are put in place. Staff work effectively with outside agencies to ensure all children's needs are met.
• Children demonstrate good fine motor skills. For example, they enjoy practising their mark making at the table and on vertical easels. They strengthen the muscles in their hands with regular play dough experiences. They confidently roll, flatten and manipulate the dough to make exciting creations. In the garden, children can climb and play ball and hoop games. They use planks, stepping stones and crates to build their own balancing beams. However, staff do not always use opportunities to give consistent messages about leading healthy lifestyles, particularly information about a balanced diet and exercise.
• Parent partnerships are strong and they speak highly of the nurturing staff team and how quickly their children settle. Parents know what progress their children have made, what they are doing at pre-school and how they can help them at home. They are pleased with the communication and feedback they receive and are particularly happy with how well prepared their children are for school.
• Leaders and managers are experienced and knowledgeable about the learning and development of the children in their setting. They are reflective and focus on professional development that is meaningful and enhances the skills and practice of the staff team, meaning interactions are high quality and having a positive impact on children's engagement and learning.

What the setting must and should do next

The provider should:

• strengthen the approach of teaching about healthy lifestyles, and embed more consistent opportunities for physical development and healthy eating into the curriculum and daily routines.