Sunny Kids - All Saints

What is it like to attend this early years setting?

Staff teach children to express themselves at the pre-school. They help children to become confident talkers. Staff talk to children considerately, carefully selecting new words they want them to hear. They consider the individual needs of children with special educational needs and or disabilities (SEND). All children feel confident to talk to other people. They develop fluency in a variety of different scenarios.

Leaders plan a curriculum that aims to build children's resilience. They do this by teaching children that making mistakes is good as it means they are learning. For example, staff correct children when they miss out numbers in counting activities. They reward them for trying again. Staff have high expectations of all children. All children experience setbacks and feel confident to take risks in their learning.

Staff create a culture of community within the pre-school. They give children responsibilities that help them to contribute to pre-school life. For example, children become 'happy helpers', where they learn life skills, such as cooking for their friends. Staff teach children to be sensitive to the needs of others. When children fall, their friends help them up. Children feel safe, are kind and behave well.

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

• Staff know what they want children to learn. They create an environment that helps children to develop exciting new interests and talents. All children enjoy exploring the pre-school and working out how things work. They feel curious about the world around them. Children want to discover new skills. This promotes their future learning.
• Staff understand how to find out what children know and can do. They use regular assessments to identify gaps in children's knowledge. Staff share information about children's milestones with their parents. They confidently plan activities that consider the learning needs of all children, to support their learning.
• Leaders have a clear vision for how they want the curriculum to be implemented. However, there are inconsistencies in how staff deliver activities. For example, some staff do not always prepare children for focused activities. They do not consistently teach children how to join in or listen well. As a result, the curriculum is not yet fully embedded across the pre-school. This limits the ability of some children to focus during activities and develop their attention skills.
• Staff skilfully teach mathematical skills to children. They use play opportunities to show children how to measure, count and order numbers. Children feel excited to extend their skills. They are curious mathematicians that enjoy using numbers in their play.
• Interactions between staff and children are strong. Staff encourage all children to use new vocabulary by repeating words. Children learn to understand the meanings of words by hearing them in different contexts. They sing songs, read stories and chat to staff. This helps children to develop strong communication skills.
• Staff understand that some children may need support with their learning. They ensure that children with SEND receive the support they need to learn. For example, leaders work with external professionals to support children's learning. This helps all children to make good progress.
• Parents and carers have positive relationships with staff. They say they can go to them for support and advice. Parents report that they receive regular feedback on how to support their children's learning at home. They talk about the progress that their children have made since attending the pre-school.
• Staff help to promote children's physical health. For example, they plan a wide range of opportunities for children to play outside in the fresh air. Staff teach children to ride on wheeled toys, climb and explore sensory trays in the garden. Children develop a range of skills to promote their physical development.
• Leaders have secure procedures for training new staff. They help them to understand their roles and responsibilities. Staff feel confident to talk about the induction processes and support they have from leaders. They receive training that helps them to understand how to keep children safe.

What the setting must and should do next

The provider should:

• develop further how the curriculum is implemented to support children to join in and concentrate during focused activities.