Sunshine Thames View Pre-School and Out of School Club

What is it like to attend this early years setting?

All children are settled, confident and very happy in the welcoming and inviting environment. Children are independent. For example, they are confident to choose their own play and complete tasks, such as putting on their coats. Staff have a good understanding of how they embed their chosen curriculum and do so effectively. Children are excited to join in with the interesting activities that staff carefully plan for them. For instance, children are eager to look at the progress of their tadpoles through a magnifying glass. They learn about the life cycle of a tadpole and excitedly tell each other 'when they grow their legs they will be froglets'. Children enjoy developing their imagination. They bring their own ideas alive as they make up their own narratives as they play. For instance, they become builders and postal workers.

Children learn about the importance of healthy lifestyles. They confidently choose if they wish to engage in quieter and calmer activities or more-active play experiences. Staff teach children about the importance of oral health. Children enjoy dentist role play, and talk about the benefits of brushing their teeth. Children gain good physical skills, and staff encourage them to move in different ways. They climb on climbing equipment and balance on resources, such as tyres.

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

• All staff, including the manager, establish very secure and trusting relationships with all children. They get to know their individual personalities well and they fully understand what makes them unique. Children are very happy and enjoy the company of staff. Children have a good sense of belonging and positive levels of well-being. They come into the setting happily and are immediately engaged in their chosen learning opportunities. All children make good progress and have a positive attitude towards their learning.
• Overall, children are confident to communicate their ideas. Staff talk to children purposefully and interact with them well. However, at times, staff do not consistently use fully effective questioning techniques. This does not help children to explore and explain their thoughts and ideas.
• The manager and staff establish positive partnerships with parents, who speak fondly of the team. Staff keep them well involved and informed of their children's learning and achievements. Staff share helpful information with parents, such as healthy eating ideas and tips on how to promote safe sleeping.
• The manager closely monitors the good quality of education and care that staff provide. Staff routinely observe each other teaching children, and provide constructive and helpful feedback. Staff evaluate their practice together daily, and talk about how well they have engaged children and what they will do to continue to enhance practice even further.
• All staff attend regular training. They have learned about the different ways that children play and develop. This has supported staff to ensure that they have implemented a successful and varied curriculum that helps to keep children motivated and interested to learn.
• The manager and staff establish positive partnerships with staff at settings that children also attend. They share children's achievements with them and work on similar next steps in their learning. They ensure that they provide children with a positive and consistent approach to their shared care and learning experiences.
• Staff support children to develop their social skills, such as encouraging them to be patient and take turns. Overall, children behave well. For example, they listen to and follow instructions. However, staff do not consistently support children to fully understand the consequences of their actions and why they are being asked to stop. For instance, when children are kicking a ball too close to their friends, they are politely asked to stop with no further explanation as to why. Therefore, on occasion, children do not fully understand what is expected of them.
• All staff help children to develop an understanding of other people and communities. This includes different places. For example, children learn about different countries. When they go on holiday or look at a map, they are encouraged to learn a fact about where they have visited or the country that they are interested in. This includes the foods that they traditionally eat or the language that they speak.

What the setting must and should do next

The provider should:

• help staff to use their interactions more effectively to extend children's thinking and encourage them to express their thoughts and ideas to others
• provide guidance for staff to ensure that they consistently support children to fully understand acceptable and unacceptable behaviours.