Sunshine Nursery Chadderton Limited

What is it like to attend this early years setting?

Children arrive at this nursery happy and ready to start their day. They demonstrate they are familiar with the daily routine as they independently hang their coats up and use the self-registration board. Leaders are clear on what they want children to learn during their time at this nursery. For example, they understand that children need to develop social skills in preparation for school. Staff implement this effectively as they encourage children to take part in group activities that focus on turn-taking and communication. Staff have worked hard to develop the garden area and extend their curriculum opportunities outdoors. Children excitedly laugh as they splash in water with their peers. Furthermore, they develop large-muscle skills as they balance and run in the large open space.

Staff are very attentive to children's needs and know every child well. For example, children who have severe allergies are well catered for. Staff ensure that these children are included in all activities to the best of their ability and provide good communication paths with parents. Children with special educational needs and/or disabilities (SEND) are well supported. Staff work closely with other professionals and put interventions in place to support the children at the nursery. As a result, children with SEND make good progress.

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

• The very experienced managers have worked with staff to implement a curriculum that is focused on children becoming ready for school. They consider children's starting points and differentiate how children of different abilities have the same opportunities. Staff are skilful in their delivery of this to ensure that no child misses any important milestones. All children make good progress.
• Children are developing their independence skills. For example, they pour their own drinks and wipe their own noses with support from staff. During snack time, children are offered toast, fruits and salads to choose from. Staff talk to children about healthy choices and how cucumber is good for their bodies. Children's personal development is well supported.
• Children have a positive attitude to learning. They are excited to join in with activities that support their mathematical skills. For example, children learn how to use a tape measure as they measure furniture and each other. Furthermore, they learn to match quantity to number as they place the correct number of buttons onto the numbered card. Children's awareness of numbers is developing.
• The nursery managers and staff have identified that some children need support with their behaviour. As such, staff encourage children to talk to each other when they are having a disagreement. This helps children to develop the skills they require to resolve their own conflict. Staff have adapted their behaviour management strategies to include a traffic-light system that reminds children of their behaviours. This approach has also been shared with parents. However, staff do not always implement the behaviour strategies. As a result, this does not provide a consistent approach in managing children's behaviour.
• Parents are happy with the care their children receive. Staff regularly share updates on children's progress and their emerging next steps in learning. This helps parents to support children's learning at home. Partnership with parents is effective.
• Staff support children's communication and language skills well. For example, children are developing a love of stories and books. They listen attentively as staff read to them. Children show high engagement levels during song and rhyme times as staff use props to support their singing. As a result, children are becoming confident communicators.
• Since the previous inspection, the nursery managers have developed their supervision and coaching procedures to improve staff practice. Staff report high levels of support and plenty of opportunities for their continuous professional development. All managers play an active part in the nursery. Staff also complete observations for each other and share their feedback. This helps to provide staff with precise feedback to help continually develop their teaching skills. This has a positive impact on children's learning and progress.
• Leaders failed to notify Ofsted of a change to the directors of the nursery. Although this is a breach of the requirements, there is no impact on the children or the running of the setting. The provider has improved their knowledge of required notifications to ensure that this does not happen again.

What the setting must and should do next

The provider should:

• support staff to implement the behaviour strategies more frequently so children have clear and consistent boundaries and expectations.