Sunshine Pre-School Great Gonerby

What is it like to attend this early years setting?

Children arrive at the setting and show their understanding of the daily routine. They find their name cards from a self-registration table and use these to identify their coat peg. Children take responsibility for their own belongs as they hang up their coats. They independently take their lunch boxes to the correct place. Children who are less confident are supported by caring staff. They show that they are developing trusting relationships with staff. These children leave their care giver and are comforted by the cuddles that they receive. All children soon settle. They enjoy playful interactions with staff and their friends.

Children develop their imaginations by pretending to be builders. They use their own experiences to guide their play. Children build a wall, so that their 'pet dog' does not escape. They show respect to their friends as they take it in turns to position the bricks. Children work together well as they decide what they need to do next to achieve their goal. They hear mathematical language as a member of staff introduces a tape measure. The children measure their wall as they count and identify numbers on the tape measure.

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

• Staff have recognised that because of the COVID-19 pandemic, children have had limited opportunities to mix with other people. As a result, some children have returned to the setting feeling anxious. The manager uses additional funding to provide activities for children to support their emotional well-being. She has arranged for children to participate in a weekly yoga class. This exercise allows children to relax and practise mindfulness. It gives children an opportunity that they do not receive elsewhere.
• Staff help children to develop their communication and language in a variety of ways. They use simple Makaton signs as a visual aid to reinforce words that they are using with children. Staff correct children's mispronunciation of words through repeating sentences back to them. They use open-ended questions to allow children the opportunity to extend their dialogue further. Staff celebrate the new words that children use on a 'language tree', such as the word 'chrysalis'. These strategies are helping children to become confident communicators.
• The manager provides opportunities for staff to extend their knowledge and improve their practice. Staff have completed training to help them support children's literacy development through physical activities. They use the information they have learned to teach children how to form the figure of '8' during a dance activity. Children then develop their knowledge further as they use crayons to make the same movement when drawing on large pieces of paper. They show pride in their achievements as they successfully draw the number eight.
• Staff provide activities to help children develop their small-muscle skills. They use a favourite storybook to theme an activity where children prepare fruit to taste. Children practise using a safety knife. However, staff do not always consider how to best support children's development during this activity. They provide some fruit which children cut based on the story, not on children's varying abilities. Some children struggle as they find an apple difficult to hold and cut. They get frustrated as they cannot achieve the task on their own, but staff are on hand to help children complete the activity.
• Children develop physical skills and learn how to manage risks safely as they play. Staff support children as they climb and jump from a climbing frame outside. They remind children not to overtake the child in front as they attempt to climb to the top. Children count 'One, two, three' and then jump and land firmly on both feet. Children learn how to move their bodies safely, so that they do not injure themselves during this activity.
• Children behave well because staff are good role models. Staff remind children about the pre-school rules, such as not to throw sand. Children respond and follow these instructions well. This creates a positive learning environment.
• Staff ensure that the provision is fully inclusive. For example, all children use dairy-free butter on their toast at snack time. This means that children with special dietary needs, such as allergies, feel included and valued.

What the setting must and should do next

The provider should:

• support staff to plan a coherent curriculum which guides children to successfully develop skills, such as cutting.