Sunny Kids - St Andrews

What is it like to attend this early years setting?

Staff welcome children into a calm, inviting environment. Children can move freely between the indoor and outdoor spaces, choosing from a wide range of activities. Staff know the families well and have good partnerships with parents. By understanding the individual needs of each child, staff help children settle quickly into the setting. Children form strong bonds with staff, which helps them feel secure and listened to. For example, children proudly show off their achievements, such as pictures they have drawn, to staff, who praise the children with smiles on their faces.

The curriculum intention is clear and builds on children's preparation for school. For example, the setting prides itself on building children's independence skills. Children use the bathroom independently with little help from adults. Staff understand children's stages of development. For example, while playing with malleable materials, children are encouraged to use their own thoughts and initiatives. Children paint with malleable materials. Staff encourage them to think critically and explore the new texture they have created.

Staff are highly engaged with children and their play throughout the day. Their quality interactions build on children's communication and language skills. Staff create a language-rich environment for children. For instance, in the water tray, children extend their learning of bubbles through trying to create their own with singing and exploration. This promotes children's positive attitude to learning as they have fun and learn with engaged staff.

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

• Leaders have an ambitious curriculum that fosters a love of play, happiness and safety. They nurture children to think for themselves, assessing risk with guidance from calm staff. For example, staff positively encourage children to use their 'walking feet' indoors when coming in from outside and question children as to why effectively. This teaches children to think for themselves and assess the risk of running when their shoes may be slippery from the rain. Staff use their knowledge to plan effectively and engage children in their learning and development.
• Children have access to a wide range of activities. Staff plan activities that reflect areas of learning and encourage children to progress in their development. However, staff do not not fully consider the organisation of the environment to effectively promote focused learning. For example, as children attempt to listen to a story, they become easily distracted and struggle to hear because the musical table is next to the quiet area. This creates a noisy and over-stimulating environment that makes it difficult for children to concentrate.
• Staff provide personally tailored support for children with special educational needs and/or disabilities (SEND) and those who may need encouragement in some areas of their learning. Staff work with the local authority and follow plans and schemes that actively promote children's communication and language skills. They seek advice from external professionals and set clear targets to support individual development needs.
• Staff are good role models and support children's positive behaviour through praise. Children behave well and show respect for others. For instance, children are encouraged to invite others to play and share their thoughts and feelings. However, some staff are unfamiliar with the mealtime routine, which causes mealtimes to become disorganised. As a result, not all children understand what staff expect of them during this time.
• Leaders understand staff, and in turn, they feel supported and heard. Leaders offer meetings, training and social times to build teamwork and strengthen their relationships. Leaders ensure that staff keep training relevant and up to date alongside the guidance.
• Parents value the care and attention their children receive. They speak highly of the communication provided. Staff ensure that regular updates happen through online systems alongside verbal feedback. This helps to promote continued learning at home.
• Children make good progress in their development. This and the achievements children have made are spoken highly of by parents and staff. Staff take pride in the experiences and opportunities they offer all children and families, such as trips to the local theatre and library, as well as the wealth of opportunities at the setting, such as their large outdoor garden space.

What the setting must and should do next

The provider should:

• review the organisation of the environment to further meet the needs of children, especially quieter areas
• strengthen staff's understanding of mealtime routines and ensure that they help children understand what they expect of them.