Sunshine Pre-School

Inclusion: Strong standard

All children, including those with special educational needs and/or disabilities and those who face barriers to learning, make secure and steady progress from their individual starting points. Staff provide focused, individualised support for children needing additional help. Children benefit from the skilful, naturally implicit teaching that is securely embedded within the routine and provision. Leaders and staff collaborate with families and external agencies very effectively. They liaise very closely with other professionals so that they can offer a range of knowledgeable support, advice and guidance for children and their families. This means that children's needs are swiftly identified, and this allows them the opportunity to make rapid progress in their individual learning.

Leaders and staff know children, families and their local community very well. They use this expert knowledge to help them expertly adapt their provision to reflect on and accommodate the needs of children attending. They carefully and thoughtfully make changes within the environment while maintaining a well-established routine and provision for learning. Leaders and staff have children's best interests at the centre of their decisions, and this helps all children make excellent progress.

Curriculum and teaching: Strong standard

Leaders have established and embedded a well-considered, sharply focused and ambitious curriculum for the children. They are extremely knowledgeable and passionate about providing children with a secure grounding in their early years development. They provide extensive opportunities for children to build on their knowledge and skills over time. This helps children be extremely well prepared for the next step in their education experience. Leaders and staff make sure that the curriculum carefully reflects children's interests, their stages of development and their individual needs. They know what they want children to learn so that they can become confident and curious. Staff expertly provide a rich and stimulating range of engaging experiences that help children build their knowledge and skills.

Children develop a love of books from an early age because staff ensure that books are available in all areas of the provision. Children often choose books to look at, either to read a familiar story or to find out facts about a snail or a crab. Leaders and staff expertly and intuitively introduce new language naturally during play and routines. Staff are skilled as they encourage children to think about new ideas and new information. For example, they ask, 'Do you think it would be a good idea to take one of these home from the beach?' The children all reply, 'No!', deciding that it is best they stay in their home 'habitat'.

Achievement: Strong standard

Children achieve very well from their individual starting points. They make rapid and sustained progress across all areas of learning and develop positive attitudes to learning. The extremely sharp focus on their personal, social and emotional development benefits all children, particularly as they settle. All children, including those with special educational needs and/or disabilities and where there are potential barriers to learning, are thoroughly prepared for the next steps in their learning journey, including school.

Children have the time and the opportunity to successfully build on their knowledge and learn a wide range of new skills. They become completely involved in their play and explorations, confidently making choices about what they play with and relishing the thoughtfully planned opportunities to enthusiastically explore, investigate and find out about their environment. They develop ideas and understanding as they play. For example, they consider the shape of snail shell by tracing a photo of one with their fingers. They look in awe at an X-ray of the human hand. Children's language is enriched as they are surrounded by new words as they hold conversations with staff.

Behaviour, attitudes and establishing routines: Strong standard

Children are nurtured in this calm and caring environment because experienced and knowledgeable staff understand their needs expertly. The provision for children is based on leaders' and staff's deep-rooted knowledge of child development and early years. As a result, children are confident and fascinated learners. They consistently develop positive attitudes towards their learning. Children completely immerse themselves in the extensive range of opportunities to play and explore. The provision for children who face barriers to learning and those with special educational needs and/or disabilities is especially impactful. Leaders and staff are extremely attuned to children's needs, their development and the needs of the local community.

Children's attendance is very closely monitored. Leaders and staff implicitly understand that regular attendance is vital to supporting children's positive and secure development. They work very closely and sympathetically alongside parents so that they understand why regular attendance is important for their children. Leaders and staff know the families they serve very well, and there is a real sense of community here. As a result, children attend consistently well, and parents are involved in children's early experiences.

Children develop secure and positive relationships with staff and age-appropriate friendships with other children. There is a sharp focus on good manners and showing empathy to others. This helps them to gain increasing confidence. Leaders and staff sensitively model behaviour expectations, with an emphasis placed on routines and boundaries. Leaders and staff are skilled at calmly supporting children who need additional support in managing their feelings and emotions.

Children's welfare and wellbeing: Strong standard

Children truly benefit from the warm, caring and nurturing relationships they develop with staff. Their emotional wellbeing is prioritised, and this means they feel safe and secure to enjoy their play, which helps them thrive. Children develop an understanding of consistent routines because staff help them know what is coming next. For example, children count down with staff at lunchtime to make sure everyone is focused on enjoying their meal together. This also helps children develop a secure sense of belonging.

Leaders and staff encourage children to make healthy choices about what they eat by talking about what is in lunch boxes and providing a highly nutritious menu of fresh-cooked meals. They offer guidance to parents to help them understand the importance of a balanced and nutritious diet for children's health and wellbeing. Children learn about personal care as they access the toilets independently and wash their hands carefully. Leaders and staff follow safe sleep guidance when children choose to rest and sleep.

Children become increasingly independent as they make choices about what they do. Leaders successfully encourage this as they offer children plenty of time to play in the interesting and exciting learning environment.

Leadership and governance: Strong standard

Leaders fully understand how their provision fits within the community it serves. Secure and well-established partnerships with the local primary school mean that they can support transitions and help children be ready for their next learning experience. Leaders are clear about the setting's strengths and have focused ideas about what they can do to keep improving their provision for children.

While the leadership team is very small, leaders successfully reflect on how they can support staff to develop their skills, understanding and knowledge. They successfully adapt their teaching and the environment to support all children fully. Leaders lead by example because they model excellent teaching and coach and guide staff. Focused professional learning is available to all staff whenever needed, and they quickly apply knowledge gained from their learning to enhance the learning experiences of all children. Staff say that they feel valued and are supported very well.

Thoughtful and supportive engagement with parents and carers nurtures good attendance and consistency. Leaders and staff offer caring and meaningful interactions with parents, which support them extremely well and make a difference to their children. Parents say that they feel well informed about their children's development and progress. They appreciate the guidance and support provided to them by leaders and staff.