Sunrise Day Nursery

What is it like to attend this early years setting?

Staff are actively involved in children's learning. Children arrive eager and motivated for a day of exciting and stimulating activities. They are greeted warmly and enthusiastically by the extremely nurturing staff. Children have adapted well to changes which have been implemented due to the COVID-19 pandemic, including confidently leaving their parents at the door. They have formed secure and loving relationships with the well-qualified and inspirational staff.

Children demonstrate excellent independence skills and confidence. They are focused and engaged in the activities they choose, and those led by staff. They build up their skills over time to become competent and capable learners. For instance, babies explore a wide range of textures and colour, while older children use what they know to design, plan and make their own masks. They demonstrate extremely proficient physical skills as they draw, use scissors and tie ribbons. There is a common thread of laughter and enjoyment as staff help children to narrate what they see, describe what they feel and smell, and encourage children to look, describe and share their thoughts and ideas.

Staff act as superb models for the children's excellent behaviour. Babies and young children turn to staff to support them when they face challenges. Staff skilfully give them the strategies they need to work together and to form successful friendships. For instance, as older children play with small-world castles and pretend dragons, they listen to and respect one another's views and ideas. Together, they create sophisticated scenarios and thought-provoking stories as they play.

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

• Staff and children benefit from strong and successful leadership. The owner and manager are informed and knowledgeable. They seek the views of staff, children and parents to precisely evaluate their provision. Improvements and changes are embedded securely in practice to improve outcomes for all children. Staff attend regular meetings and receive support to continually improve their professional knowledge and skills.
• All staff plan an extremely well-sequenced and broad curriculum. This is based on an accurate understanding of the needs of the children. Staff expertly and consistently extend children's learning, including those children with special educational needs and/or disabilities and those who speak English as an additional language. Staff skilfully nurture the skills children need to be ready for the next stage in their learning. For instance, babies learn to feed themselves at mealtimes, while older children serve their own food and drinks.
• Children demonstrate excellent language skills. Staff model exceptional speaking skills and encourage children to listen carefully. They provide opportunities for children to learn new words in exciting contexts. For example, babies listen and copy the sounds of animals, while toddlers and older children learn new words, such as 'noodles' and 'tradition', as they all learn about Chinese New Year. Children successfully move from using one- and two-word sentences to being able to hold more complex conversations in the pre-school room.
• Children love books and storytelling. Staff use familiar stories to extend other areas of learning. For example, young children talk about bears, as they go on a bear hunt outside. Staff ask them to think about where bears live. One child suggests they need a torch as it is dark in a cave. Other children are busy serving tea to a pretend tiger. Children confidently use the language of books as they play.
• Children demonstrate excellent skills in problem-solving and mathematics. They spontaneously use mathematical language in their play, such as when they use a measuring tape to work out a problem. They count, add and subtract numbers to solve problems, such as working out how many adults and children are in the room together.
• Children's physical skills are supported extremely well. Children confidently ride, run, crawl and climb in the well-designed outdoor space. They challenge their abilities as they design and build, using large blocks, planks and tyres. Staff plan precise and targeted activities to help children gain skills. For example, babies develop their core muscles as they are supported to sit and reach for toys.
• Children develop excellent hygiene routines. By the time they reach the pre-school room, they are confidently dressing themselves, blowing their noses, washing their hands and using the toilet. Staff think of extremely creative ways to help children learn about oral health, such as by playing games with real toothbrushes and toothpaste. They develop a strong sense of themselves and good self-esteem.
• Parents cannot praise the nursery highly enough. One parent sums up their experience by explaining how the staff 'excel' in supporting children. This is echoed by others, who recognise staff's professionalism and knowledge. Staff go out of their way to ensure that communication with parents is consistent and precise. Parents know what their children are doing every day and know how they can specifically enhance children's learning at home.