Sunshine & Showers 111

What is it like to attend this early years setting?

Staff plan a focused curriculum that reflects children's next steps to help build their confidence and curiosity. They provide an engaging environment with a range of activities and resources that cover all areas of learning effectively. Staff help children understand and express their emotions. For instance, staff encourage the children to work as a team, when assembling the large floor puzzle. Staff make strong use of praise to recognise children's achievements and perseverance. Children show kindness and share with friends.

Children are excited to come into the setting to interact with peers and staff. Staff are on hand to warmly greet children as they say goodbye to their parents. They engage children in conversations and help them to put their coats and lunch boxes away. Children form very strong bonds with staff. They show that they feel secure and safe and enjoy a reassuring cuddle when needed before continuing with their play.

Staff provide quality interactions for all children, including those with special educational needs and/or disabilities (SEND). Staff provide children with a wealth of opportunities to take managed risks in their play and build muscle strength. For instance, children enjoy climbing on the outdoor play equipment. Staff support children who require assistance when jumping from the low platforms and, through encouragement, many children gain independence and confidence to jump unaided. This fosters a sense of achievement, which is enthusiastically celebrated by staff and peers. The staff play a considerable role in supporting the development of children's physical and mental health and well-being.

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

• Staff plan a well-sequenced curriculum that makes strong use of children's interests to engage them in play. For instance, children use diggers to transport sand and stones around the garden. Staff introduce mathematical language as they talk about 'more' and 'less' sand as children fill the digger buckets. Staff expand on this interest as they take the children to the school library to find books about diggers. This supports children as they begin to develop an interest in literacy.
• The nurturing staff know their key children well, there is a clear focus on supporting children to develop their independence. Children are learning the setting's routines and are eager to help and join in with activities. However, on occasion, some activities are pitched too high for younger children, which can hinder their ability to engage in purposeful learning. For example, younger children are not always able to independently recognise their name card to know where to sit at snack time.
• The provider has high expectations for all children. Staff who support children with SEND have a strong understanding of their role. They have made good use of additional funding to support children's learning. For example, the provider has purchased extra resources and staff training to support children's communication and language skills and emotional development. This helps to ensure that children's needs are met and any identified gaps in their learning are closed as quickly as possible.
• Communication and language development are a strong focus at the setting. Staff ensure that children hear a wide range of words. For example, they use descriptive words such as 'delicious' and 'disgusting' as they talk about whether they would like chocolate or gravy ice cream during imaginative play. Staff make sure they give children time to think and respond to questions. This helps to promote children's critical thinking skills and extend their vocabulary.
• Staff are good role models, who support children as they learn to interact with friends. For instance, they provide children with tools to support them as they learn to negotiate and share. Children make effective use of the sand timer to support them as they take turns being the ice-cream seller during role play. Children have good manners, and their behaviour is appropriate to their stage of development.
• The staff recognise the importance of supporting children to learn about their community. For example, they take the children for walks to explore the beach and shops. However, staff do not provide consistent opportunities for children to learn about different communities and cultures beyond their own, during their play.
• Staff form strong partnerships with parents and carers. There is a good two-way flow of information. For instance, staff have face-to-face discussions at drop off and collection times and share information through children's online learning records. Parents and carers comment that they are very pleased with the support they receive from the staff at the setting.

What the setting must and should do next

The provider should:

• review and improve the opportunities for younger children to be as engaged in activities as their older peers
• continue to strengthen the experiences children receive to learn about different cultures and communities beyond their own.