Sunshine Pre-School and Day Care Ltd

What is it like to attend this early years setting?

Children arrive happy and ready to learn in this warm, nurturing setting. They quickly go off to explore the inviting and well-thought-out activities. Babies shake musical toys and explore the touch and feel of dried leaves. They babble happily and move their arms and legs in excitement. Older children seek out friends and particularly enjoy imaginative role play. They pretend they are firefighters and rush around putting out 'fires'. Children lead their own play and make choices. For example, they link together toy train carriages and decide how long the train needs to be.

Children are friendly towards each other. They play cooperatively and listen to each other's point of view. For example, children prepare 'breakfast' in the play kitchen. They discuss which foods go in the oven and how many cups to set out. Children are kind and caring. They are quick to notice when their friends are upset. They offer reassuring cuddles and ask if they are okay. Children show an awareness of behaviour expectations. They work together to construct towers and wait for their turn to place bricks on the top. Staff are quick to praise children. They say, 'well done' and 'good sharing'.

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

• Children have close relationships with staff and show they feel safe and secure. Babies climb onto staffs' laps for a cuddle. They smile and snuggle closely to share books. Older children hold staffs' hands and ask them where they are going if staff move away. Children's personal care is managed well by staff. They tell children what is happening and help them to understand the routines of the day. For instance, they show young children a nappy before they ask if they can change them.
• Children make good progress from their starting points. Leaders ensure that information gained during settling-in sessions is used to help plan children's next steps. Staff identify any potential gaps and put in place appropriate support.
• Children learn about the world around them. They find worms hidden in soil and become engrossed in watching them move. Staff model how to handle worms gently. Children marvel at the feeling and describe worms as 'slimy' and 'wet'. They laugh when worms try to wriggle down their sleeves. Staff support children's deeper thinking. They ask them questions, such as 'Which animals eat worms?' and 'How do worms see where they are going?'
• Staff provide children with enjoyable opportunities to make marks and develop fine motor skills. Young children use chalk to draw circles and lines. They show control using whiteboard pens to trace around shapes. Older children write the letters of their name and notice print in the environment. For example, they point to letters they see on coat pegs. Staff extend children's learning. They sing alphabet songs and model the sounds that individual letters make.
• Parents are very happy with the service provided by the setting. They describe staff as 'wonderful' and 'amazing'. They report that their children are making great progress and love attending. Parents feel well informed via daily handovers and progress reports. The manager is passionate about supporting families, and she works hard to ensure prices are kept as low as possible.
• The manager supports staff closely and nurtures a strong team ethos. Staff are enthusiastic about their role and report high levels of morale. They evaluate their practice and make good use of training opportunities.
• Older children benefit from opportunities to be physically active. They pedal tricycles around paths and balance on stepping stones. Children proudly show each other how to use plastic hoops. They giggle as they spin them around their waists. However, not all babies benefit from time playing outside. This is because planned outdoor opportunities occur when some babies are asleep.
• Activities are inviting. However, staff do not always monitor the noise levels indoors as effectively as possible. As a result, some children find it hard to concentrate on their learning. This is especially the case for quieter children.

What the setting must and should do next

The provider should:

• strengthen the planning of opportunities and activities for babies who may prefer to learn outdoors
• support staff to monitor and manage the noise levels indoors to help children to concentrate on their learning.