Sunny Days Pre-School

What is it like to attend this early years setting?

Children show high levels of confidence. They have close relationships with staff, who strongly support their self-assurance and self-esteem. Staff recognise children's achievements and help them to feel proud about their new skills, ideas and play. Children are eager to learn and have a thirst for knowledge. They constantly ask questions, eager to find out the answers.

Children develop self-help skills in readiness for school. They learn to make choices through their play, transferring resources to different activities to extend their play in different ways. They put on their own shoes, with support from staff to recognise when they are on the wrong feet. Children choose what to eat at snack time, using spreading and cutting skills to make their own sandwiches.

Children respond well to praise and recognition of positive behaviour. They learn to share and play alongside, and together with their peers. Older children act as positive role models for younger children, including them in their play and showing them how to take turns. They use good manners, saying 'please' and 'thank you'.

Children are curious to explore natural materials outside. They mix water with the sand and choose resources to add to it. They use a variety of tools to support small-muscle development. Children learn to test their physical capabilities. Older children think carefully about the space they need to jump from the top of the slide in a safe manner, aware of their own safety as well as others.

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

• Staff know children extremely well. They understand how each child learns best and how to encourage their next steps in their learning. For example, children who love playing outside and thrive on physical and imaginative play are encouraged to use established skills. Staff encourage child-initiated play to support their small-muscle development and to help them focus and concentrate on other tasks in their play.
• Children's vocabulary is constantly increasing. Staff enthusiastically talk to children throughout their play. They introduce new words that help them to understand new experiences. For example, children design equipment themselves and describe this as a 'backpack'. Staff extend their vocabulary further by explaining that the padding will give protection if they fall over. Children are later heard using these words in their play. Children use expressive language, describing what they are doing. They chat confidently with their friends, sharing conversation and taking turns in their speech.
• Children enjoy acting out experiences that they have seen and been part of at home. They explore the home corner, pouring tea for each other, sharing plates, forks and spoons. However, children do not have opportunities to experience real-life resources to fully support their senses or link everyday items to life experiences. Staff do not always recognise the importance of extending children's experiences for taste, smell and touch or to help them make further sense of the world around them.
• Staff encourage children to lead their own play. They use very effective questions and statements to help children think about their play and learning. They test their knowledge and extend their interests. However, during some group activities that are more adult-led, younger children lose interest, focus and concentration. Staff do not always successfully engage these children at their level of understanding.
• Children make close friendships with their peers. They support each other through their play, recognising and celebrating each other's achievements. They encourage their friends to join in their play. For example, children encourage others to make marks on sticky notepads and share their writing skills with friends and staff. They squeal with delight telling each other what their marks say.
• Parents make positive comments about their children's time in the setting. They appreciate the hard work and commitment from the staff towards their children's ongoing development. They talk about how their children's individuality is celebrated and respected. Parents comment that they receive effective communication about their children's achievements and how to support their learning at home.
• Staff have a very enthusiastic attitude towards ongoing development and training. They eagerly gain knowledge and new skills through other staff, support networks and early years advisors. They use their interests to further their skills and implement changes to practice, which supports individual children's development.

What the setting must and should do next

The provider should:

• increase the range of resources for children to more freely explore using their senses
• support staff's practice to fully promote younger children's concentration and focus further, particularly during adult-led group activities.