Sunshine Under 5’s

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The manager and staff do not always adapt the curriculum to meet the diverse needs of children. Consequently, they do not consistently support children's learning. For example, during circle times, younger children, or children with special educational needs and/or disabilities (SEND), become disinterested in the topic and wander away.

Furthermore, staff are not consistent in their approach to managing children's behaviour. This does not help children to develop an awareness of rules in the setting.The manager has taken action to address the shortfalls from the previous inspection.

Staff now teach children how to brush th...eir teeth. Consequently, children's knowledge about how to look after their oral health has improved. However, there are inconsistencies in teaching children about good hygiene practices, such as handwashing routines.

Staff encourage children to be as independent as possible. For example, children help to set the table and learn to tidy away the resources. This fosters children's confidence and self-esteem.

Staff know that children learn most effectively when they feel safe. Consequently, staff spend considerable amounts of time getting to know the children. Children demonstrate that they feel safe as they go to staff for comfort when they are upset or feel unsure about a situation.

Staff help children to develop a love of books by reading lots of stories.

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

Staff benefit from termly supervision and timely feedback from the manager. This is supported by peer-on-peer observations.

This helps staff to reflect on their practice and consider new ways of working.The manager has revised the curriculum. However, this is not always tailored to meet the individual needs of all children.

For example, staff do not always support children with their next steps in learning. As a result, children do not make consistently good progress.Staff provide suitable care to children with SEND.

They work in partnership with parents and other agencies to ensure that children get the support they need. For example, staff make swift referrals to speech and language or assessment teams. In the main, this is having a positive impact on children's learning.

Staff ask pertinent questions that encourage children's critical thinking and problem-solving skills. For example, staff ask children to predict what will happen when they look at items through a coloured film. Children giggle in delight as they explain how the colours change.

They also enjoy using new words, such as 'spiky' and 'smooth' to describe the textures of the dinosaurs.At times, staff do not always provide explanations to help children understand the difference between right and wrong, or the impact of their actions. For example, staff tell children, 'do not do that', with little discussion as to why.

This does not help children to understand the consequence of their behaviour and how it can affect others.Staff help children to make healthy food choices. They encourage children to drink water throughout the day.

Staff also understand that this is difficult for some children. Therefore, they provide other drink options, so that children can remain hydrated.Staff are inconsistent in their approach to helping children to learn about good hygiene practices.

For example, they do not always remind children to wash their hands before eating or teach children how to wipe their nose. This means children do not consistently develop the personal skills they need to fully support their good health.There are elements of strong practice which support children's learning and progress.

For example, children develop their large muscles as they learn to use wheeled resources and climb the steps to access the slide. They also learn to throw and catch balls as staff model how to throw the ball onto the awning. Children use smaller resources with increasing control.

This helps them to develop the muscles they need for writing.Staff use rhymes to introduce children to numbers. Children count confidently and recognise a range of shapes.

They also develop an awareness of mathematical language, such as 'more' and 'less'. This helps children to build a foundation for future learning.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have a secure understanding of effective safeguarding practice. Their training is current and is used to inform their practice. They are fully aware of the action they need to take should they have concern about a child or a colleague's conduct.

Risk management strategies are effective and help children to play in a safe and secure environment. Staff help children learn to keep themselves safe. For example, children know that they cannot access the decking area when the tyres are out, because the area is slippery and they may fall.

This helps children to develop an awareness of their own safety.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that hygiene practices help children consistently learn how to keep themselves and others healthy 15/11/2023 ensure that the curriculum consistently meets the individual learning needs of all children.15/11/2023 To further improve the quality of the early years provision, the provider should: support staff so that they understand how to deliver the curriculum so that they can adapt this to meet the needs of all children nenhance behaviour management strategies to better support children's understanding of positive behaviour.