Sunhill Early Learning Stowmarket

What is it like to attend this early years setting?

Children arrive at the nursery excited and keen to investigate the activities provided. They leave their parents with ease and are greeted by welcoming staff. Children have great fun investigating pumpkins. They predict what might be inside and are engrossed when staff open the top. They talk about the smell and texture the pumpkin offers and giggle at the slimy feel. Children can initiate their own learning, skilfully supported by the staff. They work together building tracks, bridges and tunnels for their cars. They relish their time outdoors. They climb a wooden tower to patiently watch the trains pulling out of the nearby station. They talk confidently about their own train ride experiences.

Children demonstrate good independence skills as these are positively encouraged throughout the day. For example, they put their own coats on in preparation for playing outdoors. They serve themselves nutritious snacks and meals at lunchtime. They are careful when pouring their own drinks. Children can initiate their own play and learning as quality resources are accessible to them. Staff support children's imagination and creativity well. The role play area is popular, and children act out real-life scenarios and what is familiar to them. They talk about their new babies and take great care of the dolls in the role play area.

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

• Children's mathematical development is progressing well. Staff offer a wide variety of opportunities for children to learn different mathematical concepts. For example, they have fun scooping flour to balance scales. They talk about number and use mathematical language, such as 'heavier' and 'lighter'. They measure dinosaurs using rulers and discuss them as being 'huge' or 'enormous'.
• Children are confident speakers. They ask lots of questions. Staff are good role models. They introduce new words to broaden children's vocabulary. For example, they ask what 'exhausted' means during conversation. Children are keen to reply and enjoy the praise they receive.
• Staff have high expectations for all children. There is a sharp focus on supporting their personal, social and emotional development. Children's behaviour is good overall. They understand what is acceptable. They are polite and demonstrate good manners. They are keen to help at tidy-up time and are thrilled when they are the 'helper of the day'. However, on occasions, some staff are too quick to intervene in children's disagreements. This means children are not learning to negotiate with one another to establish a positive solution to a problem, for example when working together or sharing toys.
• Parents speak highly of all aspects of care provided for their children. They comment that their children settle quickly and are excited to attend. They feel they are fully informed regarding their children's development. They feel that the staff are warm and supportive. Many comment that the staff go 'above and beyond' to support their children and ensure they make good progress.
• Staff feel valued and speak positively of the encouragement they receive for their own professional development. This helps them feel supported and confident in their roles. The key-person system is effective, and children are cared for by staff who know them well. Children have established close bonds and approach staff confidently if they need help or a cuddle. Children benefit from quality interactions from staff, which supports their learning.
• The manager and staff team have established positive relationships with outside agencies involved with children attending the nursery. They work closely to implement strategies that will enhance outcomes for children. The special educational needs coordinator is very knowledgeable regarding his role. He is dedicated to ensuring that all children, including those who require additional support, make the best possible progress and reach their full potential.
• Children enjoy interactive group stories. They listen intently to stories being read. They concentrate and are eager to answer questions posed about the story. In addition, there are opportunities to visit the local library or borrow favourite stories, from the nursery lending library, to share at home. However, staff have not considered how they can inspire children's interest further to encourage them to take full advantage of the books available.

What the setting must and should do next

The provider should:

• plan and provide more opportunities for children to expand their enjoyment of books
• provide children with more opportunities to take responsibility for themselves and solve problems when negotiating how to share resources and resolve conflicts.