Sunshine Nursery

What is it like to attend this early years setting?

Children arrive eager and ready to start their day at this nurturing nursery. They demonstrate that they feel welcome and safe as they quickly settle in to their play. For example, staff have created a treasure hunt for children, linked to the weekly theme of pirates. Children walk around with their friends searching for hidden jewels. They cheer and cross them off on their clipboards as they find the jewels. Children are active learners from the moment they enter the nursery, and they behave very well.

Overall, leaders and staff plan a highly ambitious curriculum. Staff place a high priority on children's communication and language. They skilfully support children to think and remember new vocabulary. For instance, staff describe images to children linked to a pirate picture. Children quickly recall words such as 'telescope' and 'island'. Staff give children real autonomy over their choices. For example, children vote for the story they would like to listen to by placing pegs on the cover of the book. As such, children enjoy listening to stories that reflect their interests, both in groups and on a one-to-one basis with staff. Staff use visual prompts to support children with special educational needs and/or disabilities. All children make good progress in their communication and language skills.

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

• Staff plan activities for children to develop their physical skills. For example, children dig and sieve the sand as they search for the hidden key for the treasure chest. Furthermore, staff invite children to play parachute games. Children lift the parachute up and down as they try to flip the balls up in the air. These activities help children develop all their muscle groups for later learning.
• Overall, leaders have a clear intent for children's learning. Older children benefit from the staff's skilful interactions as they play, which builds on what they already know and can do. However, occasionally, staff are too focused on older children's learning. This means that younger children do not always receive the same quality interactions in their play. This means that their learning is not planned for as precisely as it could be to help them make the best possible progress.
• Staff teach children about healthy lifestyles. They encourage children to wash their hands before meals and after using the toilet. Children help staff set the table for mealtimes. They often ask for a second helping of noodles for their lunch. They demonstrate a positive attitude towards healthy and nutritious foods that the nursery provides for children. This helps them build healthy habits for the future.
• Staff support children to behave well. They are good role models and promote manners and taking turns. This supports children to develop secure social skills.
• Staff weave learning opportunities for mathematics into daily routines. Children are confident at counting to 10 and beyond. Staff help children to investigate what would happen if the angle of the guttering was changed. They consider how this affects the speed of the balls that knock down the tower of tin cans. Children learn to recognise simple shapes such as rectangles. Staff challenge children's learning as they introduce new concepts such as 'cuboid'. Children make very good progress in mathematics.
• Inclusion is at the heart of this nursery. Staff are very knowledgeable about children's dietary and medical needs. They work alongside professionals to ensure that there are clear healthcare plans in place to support children's medical conditions. This helps children to learn how to keep themselves safe.
• Parent partnerships are good. Staff share information with parents about their child's day, their next steps for learning and how parents can continue with their child's learning at home. Parents are exceptionally happy with the level of care and learning their children receive.
• Overall, leaders demonstrate a culture of continuous improvement. For example, staff have completed a 'maths champion' course. This has helped them reflect on the opportunities to teach children early numeracy. However, they have not yet considered how the curriculum supports children to learn about how to keep themselves safe online to best prepare children for a future where technology will play an increasing role.

What the setting must and should do next

The provider should:

• support staff to plan the curriculum more precisely to ensure the youngest children receive targeted support to help them build on what they already know and can do
• embed online safety into the curriculum so that children learn how to keep themselves safe online.