Sunbeams Atherton

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

On arrival, children are enthusiastically welcomed into this safe, very well-maintained nursery. Familiar staff individually greet children in the reception area before escorting them to their room.

Children's personal development and their emotional well-being is at the heart of staff practice throughout the nursery. Children are happy and enjoy their time here. They thrive on the positive relationships that they quickly develop with key members of staff.

Babies benefit from affectionate and consistent relationships. Established sleep-time routines and the caring presence of well-known staff help children under two ye...ars to drift gently off to sleep.Children demonstrate a strong sense of belonging and excitedly explore the activities on offer.

They make meaningful choices about where they want to play. For example, they move safely and confidently between the busy, vibrant 'messy room' and the quieter more-relaxing playroom throughout the day. Children are well supported by staff as they become curious, confident learners who are keen to try new things.

Children's enthusiasm to investigate and find out more is routinely triggered by exceptionally well-presented activities. Children of all ages enjoy sensory play in abundance. Toddlers beam in delight, eager to investigate the 'magical tea party' that staff have created among brightly coloured, squishy crystals.

Overall, children enjoy a rich, well-sequenced curriculum that helps them to develop the skills and attitudes they will need to be successful in their learning.

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

Staff have high aspirations for all children. They provide the support and encouragement children need to help ensure every child gets a good start in their education.

When needed, staff work with other professionals to implement strategies for children with special educational needs and/or disabilities.Staff are mindful of the impact that the COVID-19 pandemic has had on the development of children's speech. In the main, staff model language very well and children's communication and language skill are given a high priority throughout the setting.

However, on occasion, not all staff give enough consideration to children's current capabilities, particularly in the toddler room. This means that some children are, at times, overwhelmed by complex sentences and the large number of words staff introduce to them. Staff do not always focus enough on the repetition of key words in order to help young children commit new words to memory to further extend their vocabulary.

Pre-school staff excitedly introduce new activities. This infectious enthusiasm means that children cannot wait to investigate the contents of the large tray. Skilled staff effectively use well-timed questions to extend children's learning.

For example, children become absorbed as they start to think and consider which is the quickest way to defrost the ice cubes so they can explore what has been frozen inside.Children are becoming increasingly independent. Routine experiences are well used to provide meaningful learning.

Children persevere to solve simple problems as they play and complete routine tasks. For example, when helping to set the table, it appears there are not enough plates despite a child correctly counting the number needed. The child takes time to think.

She confirms that there are the right number of plates, but it looks like one is missing because it is not in the right place.Children are learning about the importance of a healthy lifestyle and how this helps to promote their good health and well-being. They have daily opportunities to be physically active outdoors.

However, opportunities for older, more-adventurous children to develop new physical skills are limited. Children enjoy a wide range of freshly prepared, healthy meals and snacks. The 'take home bear' is used to help raise children's awareness of their oral health and the importance of brushing their teeth.

Partnerships with parents are very strong. Parents comment very positively on the care and quality of education that their children receive. They feel extremely well informed about their child's time and talk enthusiastically about the online system, which they say provides them with a real insight into their child's time at the nursery.

During the COVID-19 pandemic, the manager, supported by the senior leadership team, provided a high level of support for staff working directly with the children. Their ethos of 'happy staff, happy children' has helped to maintain staff morale during this difficult time. Overall, professional development is good.

Staff discuss training needs at regular supervision sessions and regularly access online training.

Safeguarding

The arrangements for safeguarding are effective.Staff are alert to the possible indicators of abuse.

They have completed relevant training and fully understand the importance of their role and responsibility regarding child protection. Staff respond immediately to help protect children from further harm if they have any concerns about a child's welfare. Information is prominently displayed, which provides all staff with immediate access to relevant contact details for their local safeguarding partners.

Staff routinely implement effective risk assessments to help ensure that children can move and play safely. Clear explanations help to raise children's awareness of risk and develop their understanding of how to keep themselves and others safe while they play.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nextend the programme of professional development to help ensure that all staff consistently deliver a high-quality educational programme for language and communication strengthen the educational programme for physical development to provide greater challenge and increased opportunities to develop overall body strength, balance, coordination and agility.