Sunny Corner Preschool

What is it like to attend this early years setting?

The provider and staff work closely with children and their families. They have established very effective settling-in procedures. This helps to support and meet the unique needs and interests of each child. As a result, children become familiar with daily routines and form close relationships with staff. The children feel safe and confidently ask staff for help when needed.

Children's behaviour is appropriate for their stage of development. Staff help children to learn about how they are feeling and manage their emotions. They put in place consistent strategies to help children learn how to share and take turns with their friends. For instance, the staff explain how to use the sand timer so that the children know when it is their turn on the trike. The children are kind to their friends and are ready to hand over the trike when their turn has ended. The staff support children in developing their social skills and make strong use of praise to acknowledge children's achievements.

The curriculum staff plan focuses on the children's interests and next steps in learning. The staff have a very good knowledge of their key children. They make strong use of sensory resources to stimulate children's curiosity. For example, the children use trial and error to find out which keys open the different locks.

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

• Communication and language development are a high priority at the pre-school. Staff ensure that children hear a rich variety of vocabulary throughout the day. They encourage the children to talk about past events as they look at the firework paintings displayed on the wall. Staff give them time to respond to questions. The children particularly enjoy engaging in action songs as they excitedly point to their heads then shoulders as they learn to name the parts of the body. Staff make good use of repetition to make sure children hear the correct pronunciation of words.
• Children are busy and keen to explore the environment. The staff set up the hall with a wealth of interesting resources for children to engage with. For instance, the children enjoy building using recycled materials. They follow instructions as they use bricks and magnetic shapes to construct a variety of models. However, the organisation of the environment does not always make the best use of the space. This results in children not being able to focus their attention.
• Staff have a clear focus on supporting children to learn about the world around them. For instance, the children use magnifying glasses to look at the patterns on the leaves as they learn about autumn. In the role-play area, the children particularly enjoy 'answering the phone' and writing down the appointments for the 'hairdresser'. Children enjoy interacting with their friends as they engage in imaginative play. However, at times, adults do not have a clear focus on what they want the children to learn from the activities. Consequently, children are not always challenged to further extend their knowledge and skills.
• The provider and staff work very closely with parents, staff and other professionals to ensure that children with special educational needs and/or disabilities receive the support they need. Staff work alongside external agencies and parents to plan and implement targets to help children reach the potential they are capable of. The provider has made good use of additional funding to support and enhance children's physical skills. For instance, they have purchased climbing and balancing resources to help to build children's confidence and support them to take managed risks in their play.
• The provider is dedicated to providing a supportive and inclusive high-quality experience for children and their families. There is a well-established staff team that works exceptionally well together. The staff state that they feel valued in their role. The management has addressed the recommendations set at their previous inspection and has plans in place to develop the service they provide. For example, management hold regular staff meetings and are part of a collaboration to help develop the pre-school. There is a clear focus on the support and well-being of staff.
• Parent partnerships are a particular strength at the pre-school. The staff exchange information through face-to-face discussions as well as regular formalised meetings with parents about children's development. Parents comment on how well the staff at the pre-school support them. For example, they receive support with transitions to school and home learning.

What the setting must and should do next

The provider should:

• review and improve the organisation of the learning environment so that children remain focused in their learning
• strengthen staff's understanding of the curriculum intent so that teaching consistently focuses on what they want children to learn.