Sunnymede Pre-School

What is it like to attend this early years setting?

Children's behaviour is good. They interact warmly with staff and show that they feel valued, safe and secure. Children respond positively to staff and each other, encouraging their friends to join in activities, such as make-believe and dressing up. They spend time playing matching games, sharing ideas and developing knowledge as they sort plastic animals into different groups. Children base their game on farm animals and those they might see at the zoo.

Children enjoy learning as they engage in familiar activities with enthusiasm. For example, older children thoroughly enjoy circle time. They listen attentively to staff and have fun joining in with familiar songs. Children show that they are beginning to understand how conversations work. They happily take turns to speak and listen to each other. Younger children enjoy learning songs as they begin their pre-school journey. Throughout the setting, children are taught to use sign language, which helps to ensure that every child is heard and understood. Children enjoy opportunities to use larger play equipment, such as ride-on toys, or take part in gardening activities outside. This provides them with fresh air and plenty of exercise. Children have the opportunity to practise and learn how to develop greater control over how their body moves.

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

• There is a well-managed key-person system. Staff ensure that they update parents about the progress their children make day to day. Online systems also help to provide further information about child's learning and how parents can support this at home.
• Parents speak highly of all staff. They understand there are various policies and procedures that are implemented to help keep their children safe. Parents say that they appreciate the range of outdoor play opportunities that help their children to lead healthy lifestyles.
• Children with special educational needs and/or disabilities are supported well. Staff work with parents and other professionals involved in the children's care. This helps to ensure that their needs are understood and met. Those children who speak English as an additional language are welcomed into the setting and supported well. All groups of children make good progress from their various starting points.
• Staff throughout the setting appreciate that the activities they provide help children to develop new skills and knowledge. They work closely with other professionals, such as those at the primary schools children eventually move on to. Those children moving on to school are prepared well as they take part in activities and discussions.
• Staff help children to develop good communication and language skills. This is a consistent strength across the setting. For instance, younger children join in rhymes with actions. They repeat single words as they play and staff encourage them to begin using simple sentences. Staff extend older children's language by using open questions and encouraging them to share ideas with others. Children have very good listening skills and concentrate well.
• The provider is exceptionally motivated to achieve high standards of care and learning for all children. She is skilled, very well qualified and has clear vision for the setting. This helps to enthuse and inspire staff, who show commitment and dedication to meeting children's needs. The provider has plans to further develop the garden area to support children who prefer to learn outdoors.
• Staff record any accidents children have at home or within the setting. They also check children's attendance. This information is closely monitored for any patterns of concern to help protect the welfare of children. Staff make daily checks of all child-accessible areas. They review activities to ensure that the equipment or toys being used are safe for the age and ability of the children taking part. For example, construction toys with small pieces are kept in the pre-school room to prevent younger children being put at risk from choking.
• Children have fun and are keen to participate in the varied learning programmes offered. Staff provide topics that ignite children's interests and introduce new experiences to broaden their understanding. However, on occasion, teaching is not focused to promote consistent challenge.

What the setting must and should do next

The provider should:

• develop staff's understanding of how to sharply focus their teaching during all experiences, so children are consistently challenged.