Sunrise Community Nurseries

What is it like to attend this early years setting?

Enthusiastic and encouraging staff place a high emphasis on supporting all children to join in and have a go. Children are confident and motivated learners. For example, older children skilfully balance on wooden balancing beams and negotiate a wobbly wooden bridge. Very young children show confidence as they ride wheeled toys and independently explore a challenging learning environment. Children benefit from many opportunities to practise their physical skills and abilities.

Nurturing staff develop positive and caring relationships with their key children. They enthusiastically greet children when they first arrive to help them to settle quickly. Staff demonstrate very good skills to help some children to settle. As a result, children leave parents swiftly. Older children join their friends with great enthusiasm. They find their favourite toys, such as small construction pieces. Very young children show that they feel safe and emotionally secure. For example, they smile, show excitement and hold out their arms for a cuddle when staff enter the baby room. All children consistently demonstrate that they feel safe and emotionally secure.

Staff are positive role models. They consistently help children to use good manners and behave well. Children listen to and follow instructions and remember the routines of the day, such as when they transition from indoors and outdoors, and during mealtimes. Children demonstrate very positive behaviour.

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

• Leaders create an ethos of reflective practice. They have taken steps to address actions raised during the previous inspection, for example to ensure that daily safety checks of the environment are effective. This helps staff to recognise and remove all hazards to children so that the environment is safe for children to play and learn. Leaders recognise some additional weaknesses during the inspection, such as to improve the already good communication with parents.
• The manager confidently explains the curriculum intent during a learning walk. For example, the curriculum is designed to ensure all children are well prepared for the next stages in their learning, when they transition between rooms within the nursery and when they move on to school. This also helps to support children's emotional well-being.
• Staff continue to embed planning of the curriculum across the nursery to help to meet the individual learning needs of all children. However, some staff do not always have a secure understanding of what they intend children to learn next. Nevertheless, on the whole, children make good progress across all areas of learning and development.
• Overall, partnership with parents is effective. Parents comment positively about the care and progress their children make from when they first start. For example, they say they notice their children's confidence and physical ability have developed, such as when climbing outdoor equipment.
• Parents welcome regular assessments of their children's progress. In particular, parents say they appreciate assessments staff share with teaching staff when children move on to school. This helps with a smooth transition and consistency in children's care, learning and well-being.
• Overall, staff have high expectations for children to ensure positive outcomes. For example, children with special educational needs and/or disabilities are supported well, and targeted interventions are swiftly identified. Children who start with less opportunities and experiences than their peers soon catch up and make good progress.
• Staff provide many opportunities to help to promote children's communication and language development. For example, all children develop a love of books. Young children successfully turn pages as staff read them a story and copy actions as they excitedly sing songs together. Staff model language, comment on children's play and introduce new words, such as 'shake' and 'rake', to help to extend children's vocabulary to a good level.
• Children flourish in an exciting learning environment. They keenly look for minibeasts under a log, outdoors. Older children are intrigued by the worms they find and scream with excitement. Younger children enthusiastically explore different textures. They are fascinated with patterns and changing colours as they mix and stir paint and cornflour together. Children are very enthusiastic learners.

What the setting must and should do next

The provider should:

• support staff to develop the quality of teaching to a consistently high level, and to extend their understanding of what they intend children to learn during planned activities
• develop the already good partnership with parents to an even higher level so that detailed information is consistently updated and shared between leaders and parents.