Sunhill Pre-school and Nursery

Inclusion: Expected standard

Leaders and staff have a secure understanding of children's individual needs and take timely action when additional support is required. They work closely with external professionals to inform their practice and help remove barriers to learning. This promotes the development and participation of children with special educational needs and/or disabilities. Staff implement tailored support plans and targeted interventions that are closely matched to children's individual needs, helping them to access learning and make progress.

Staff promote inclusion effectively during everyday routines and activities. For example, during group singing sessions, staff ensure that all children are acknowledged and included by singing each child's name, even when some children are not yet ready to actively engage in the activity. This helps children feel valued and fosters a sense of belonging.

Leaders carefully consider how early years pupil premium funding can be used to achieve the best outcomes for children. They provide nutritious snacks and additional learning experiences that support children's wellbeing, development and progress.

Curriculum and teaching: Expected standard

Leaders provide a well-sequenced and broad curriculum that identifies the knowledge, skills and behaviours they want children to learn over time. Leaders and staff have a secure understanding of child development, which informs the way they interact with children. Staff are usually successful in engaging children in adult-led activities, although opportunities to encourage quieter children to participate and share their thoughts are not always maximised. For example, during an adult-led sticking activity, less confident children are not consistently supported to share their ideas and demonstrate their understanding. This results in a more limited learning experience than that of their peers.

Staff encourage older children to recall and repeat familiar phrases in stories. Younger children are supported to engage through pointing to pictures and making animal sounds. This helps children develop their communication, language and listening skills. Leaders place particular emphasis on supporting the physical development of babies and younger children. Staff provide regular opportunities for children to be active, including walks in the local community, which help children develop their strength, coordination and larger movements. Mathematics is embedded throughout the curriculum, and staff make use of everyday opportunities to develop children's understanding of number, shape and mathematical concepts. For example, when making play dough, children are encouraged to use language such as 'full' and 'empty' as well as counting each ingredient before use.

Achievement: Expected standard

Children, including those with special educational needs and/or disabilities, those who face barriers to their learning and those known to children's social care, typically make steady progress from their starting points across the areas of learning. They develop the knowledge and skills they need to support their future learning.

Positive relationships between children and staff support children's confidence and overall engagement in learning. Babies move around the room independently and frequently seek out familiar adults to share their achievements. They use signs and gestures to communicate their wants and needs. This supports their early communication skills. Older children willingly participate in new activities, such as creative experiences involving cutting and sticking. They are confident to explore new resources and develop their skills further. Children demonstrate positive attitudes towards learning and generally remain engaged in activities for appropriate periods of time. They make choices about their play and develop increasing independence in everyday routines.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff create a warm and welcoming environment where children feel safe and secure. Children develop positive relationships with their peers and staff. They are generally kind and respectful towards others and respond appropriately to reminders and gentle guidance from adults. For example, during visits to the local community, children work together to collect fallen leaves and sticks. They play alongside others and engage positively in shared experiences.

Leaders recognise the importance of regular attendance and work closely with families to support consistent attendance patterns. This helps to reduce barriers to learning and enables children to benefit from the learning experiences available to them. Staff have begun to establish consistent routines that help children feel secure and confident throughout the day. Children are supported to manage transitions and develop an understanding of behavioural expectations through the use of familiar songs and a 'traffic-light' system. As a result, children generally understand what is expected of them and move between activities smoothly.

Children generally engage well in adult-led activities and respond positively to staff's expectations. However, the environment in which some activities take place can occasionally distract children, meaning their developing attention and concentration skills are supported less well at these times. For example, during some adult-led group activities, children are not consistently able to maintain their focus because toys and resources remain readily accessible.

Children's welfare and wellbeing: Expected standard

The key-person system is effective in helping babies and children to develop secure attachments with familiar adults. Staff know babies well and understand their individual preferences. For example, they sing familiar songs and offer preferred toys to soothe and engage babies, helping them to feel safe, happy and emotionally secure. Care practices are age-appropriate and carried out in a warm and respectful manner. Staff follow safer sleep guidance and ensure that babies' individual sleep routines are met. This helps to promote children's safety and wellbeing while they rest.

Staff are mindful of children's individual needs, including those with special educational needs and/or disabilities, and adapt care and support accordingly. Children are encouraged to develop their independence through everyday routines, such as washing their hands and putting on their coats.

Children benefit from positive mealtime experiences that support their wellbeing and learning. Staff encourage healthy choices, such as selecting fruit or vegetables, and praise children when they do so. They use mealtimes to promote conversation, encouraging children to recall recent experiences. For example, children discuss a recent book they have read. They are encouraged to recall characters, events and key parts of the story.

Leadership and governance: Strong standard

The new leadership team is ambitious and keen to drive further improvement. Their continual monitoring and perceptive evaluation of staff's practice identify where there are areas for improvement, which they are working to address through targeted professional development. Leaders use staff meetings, observations of practice and professional discussions to help staff reflect on and improve their teaching. They seek support from the local authority to address identified areas for development and drive continual improvement. For example, leaders recognise the need to strengthen children's communication and language skills. Through targeted support and training, staff are well equipped to support children's learning.

Leaders have a secure understanding of the needs of the community they serve. They are ambitious for all children and take proactive steps to reduce barriers to learning and wellbeing. Leaders use funding and resources effectively to ensure that children, including those who are disadvantaged and those with special educational needs, can access the full curriculum and make progress from their starting points.

Staff feel valued and supported. Leaders promote a culture of collaboration and reflection. Staff are actively involved in evaluating practice and shaping improvements across the setting. Their ideas and expertise are valued, leading to changes in routines, environments and practice that improve children's experiences. This shared approach ensures that decisions are informed by those who know children well and contributes positively to children's engagement, confidence and wellbeing. Leaders work effectively with parents and other professionals to ensure children receive the support they need, helping to promote positive outcomes for all children.