Sunny Smiles Nursery

Inclusion: Expected standard

Staff know all children well. They are typically able to identify when children need extra support. Staff work closely with parents and carers and other professionals to prevent children from falling behind. For example, children who need more assistance to communicate, respond well when staff use simple sign language to share key information, such as when it is time for snack or story. As a result, children generally feel less frustrated and are able to participate more confidently.

Leaders develop effective partnerships with parents from the very first point of contact. They provide plenty of opportunities to share information and get to children in order to meet their individual needs. For example, staff have an effective knowledge of local services that can provide support. They use this information to help reduce barriers to children's learning and development. As a result, children are well nurtured and give consistent support both at home and in the setting.

Staff attend training around supporting children with special educational needs and/or disabilities. They generally apply this knowledge to their daily interactions with children. Children respond very well to an approach that takes into account their individual needs as well as how they are feeling on that particular day. Because of this, children are well supported and receive care that is specific to them as an individual.

Curriculum and teaching: Expected standard

Staff deliver a curriculum that is broad and promotes all areas of learning. Children enjoy spending time exploring the wide range of experiences on offer. They benefit from the large outside space where they can dig, run and explore with friends.

Staff typically have a knowledge of children's next steps in learning. However, these are not consistently monitored and reviewed . For example, staff can identify what children already know and how to move their learning on, but this is not consistently used to plan and provide experiences that build on their existing knowledge and skills. This means children do not consistently make the progress they are capable of across all areas of their development.

Children enjoy engaging with staff, who develop nurturing relationships with them. This builds children's confidence to explore and investigate different activities. However, there are times when staff allow some children to wander and they are not fully engaged in an activity. As a result, children miss out on valuable learning opportunities or do not make consistent progress in certain areas of their development.

Achievement: Expected standard

Most children receive support to access the whole curriculum. Children receive individual support if needed. This helps to remove barriers to children's learning and make them feel fully involved and keen to learn. However, there are times when children are able to access resources that are not appropriate for their level of development. For example, children try to use scissors when using the play dough, but staff are not consistently available to support them. As a result, children lose interest and engaging in play that is not purposeful.

Children respond well to encouragement and praise during their time in the setting. For example, during a cutting activity, children enjoy snipping with scissors. They demonstrate patience and determination as they cut paper into long strips. This means they are learning to see a task through to the end which gives them a sense of pride and achievement.

Children, including those who have barriers to their learning, receive effective support to engage in the activities on offer across the setting. Children benefit from staff working closely with their parents and carers to share how they are developing new skills, which boosts children's self-esteem.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have built an environment that is friendly, welcoming and respectful. Staff are positive role models and talk to children with patience and understanding. As a result, children mirror this behaviour, and conversations with their friends are generally happy and calm.

The routine of the setting enables children to choose their own activities and join in with friends when they wish. For example, children enjoy riding balance bicycles and gently pull their friends up the hill if they need some help. This generally supports decision-making and provides opportunities for children to practise independence.

Staff teach children to share resources with their friends. For example, children use a large sand timer to wait which helps them to understand when it is their turn for a toy. As a result, children learn to be patient and regulate their emotions.

Staff work closely with parents and carers to establish routines and provide additional support when it is needed. For example, staff explain how to support children at home with toilet training or eating at a table. Therefore, children typically receive consistent care and parents learn effective ways to support their children at home.

Leaders typically promote the importance of regular attendance. They work closely with parents to remove any barriers that may prevent this. For example, staff share information via the setting's online app to check in with families and offer support when needed. As a result, children's routines are generally consistent and children feel secure.

Children's welfare and wellbeing: Expected standard

Staff teach children about the importance of keeping safe. They support children well to use a picture risk assessment sheet. Children use this with staff to identify possible risks, such as why gates need to stay closed or the importance of removing animal droppings from the garden. This typically supports children's communication and language development and provides opportunities to learn how to problem-solve.

Leaders generally promote healthy eating across the setting. Staff talk to children about their favourite fruits and children describe the foods they eat at home. Children have free access to their water bottles and receive encouragement to have a drink throughout the day. As a main, this helps children to learn to make healthy choices and start to look after their bodies.

Leaders work closely with staff to make sure care is fully inclusive and children are generally well supported to feel included and part of the group. For example, children who need a little more encouragement or comforting are gently nurtured to build their confidence and independence at a pace that suits them. As a result, children feel secure and valued.

Leadership and governance: Expected standard

Leaders generally have an overview of the setting and have identified areas they are keen to develop. They work closely with staff to ensure the ethos of the setting is delivered consistently and the environment remains calm and nurturing.

Leaders encourage staff to attend training that typically has a positive impact on the children who attend. For example, staff in the baby room learn about safer sleeping strategies and apply to their practice. However, strategies are not in place that enable staff to regularly review children's next steps in learning. As a result, staff do not have sufficient support or an embedded process to follow.

Staff report to feel well supported by leaders and enjoy working as a close team. Staff describe leaders as approachable. They are appreciative of the help provided in order to achieve a work-life balance, while supporting them to deliver effective care and education to those children who attend.

Staff work closely with outside external organisations to meet the needs of individual children and prevent them from falling behind in their learning and development. Communication with local schools provides valuable opportunities to share information about children who will soon be attending. As a result, children benefit from smoother transitions.

Partnership with parents and carers is effective. Staff carefully nurture this relationship by communicating effectively and showing a genuine interest in their children. For example, leaders agree to provide additional sessions for those children who benefit from attending more often. This tailored intervention means that children benefit from attending more which helps to prevent gaps in their learning.

Leaders have gently embedded themselves into the local community, building positive relationships with local businesses. For example, staff often take children on walks to visit the greengrocers or barber's shop. They use these experiences to provide children with a sense of belonging and teaches them about the world around them.