Sunflower Maunds

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

There have been clear improvements since the last inspection. The provider has worked hard to implement the required changes.

Staff have been supported through training, supervision meetings and staff meetings. As a result, the whole team is motivated and continues to reflect on the service it provides to ensure the best possible outcomes for children.Children form strong bonds with staff, smiling and laughing with them during play.

Staff treat the children with kindness and respect and are good role models. Key persons know the children well and establish positive relationships with the whole family. This enables them... to plan appropriate next steps in learning that build on what children already know and can do.

Staff use their interactions to support children to make progress from their starting points.Children are well supported in learning to be independent. The environment is set up so children can engage in self-chosen play, indoors and outdoors.

At mealtimes, children are provided with child-sized jugs so they can pour their drinks successfully. Staff encourage children to find and put on their coats when going outside. Children behave well.

They listen to staff when they gently remind them about the rules in the setting.

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

Staff join in with children's play and use their interactions to develop children's knowledge and skills. For example, during a play dough activity, they show the children how to use tools effectively.

In addition, they teach the children how to make 'cement' with sand and water so they can stick wooden blocks together. When children make houses with magnetic shapes, staff provide verbal encouragement and clear guidance to enable the children to be successful. However, most activities planned for the children are based on their interests rather than their individual next steps.

Therefore, some activities do not help children to achieve at the highest levels.Children's communication and language skills are promoted. Staff provide a narrative as children play and name the items they use.

They repeat words back to the children so they hear the correct pronunciation. Staff engage children in conversations based on the activities they are engaged in. For example, when playing a shopping list game, staff encourage the children to talk about their experiences of shopping.

Staff have identified that some children require additional support with their communication skills and have sourced a toolkit they can use to support these children.Mathematical concepts are introduced to the children. During play, staff draw children's attention to the different sizes of objects, such as 'big' cars and 'small' tunnels.

They name shapes for the children, including three-dimensional shapes, and encourage them to count the sides. Staff use positional language, such as 'underneath' and 'on top', during play. As a result, children are acquiring early knowledge of mathematics in preparation for later learning.

Staff spontaneously sing songs related to activities as children play, and they encourage them to join in. For example, they sing songs related to building during block play. Children spontaneously do this themselves later in the day.

When completing an animal puzzle, the children sing a related song to themselves. This demonstrates they are developing a love of songs and rhymes.The session runs smoothly most of the day.

However, the period when children flow freely between indoors and outdoors is not as well organised. The staff indoors are engaged in routine tasks such as changing the children who are muddy from the garden. Therefore, they do not fully focus on supporting the learning of children who are playing indoors.

This results in some children being disengaged in their learning during this time. This does not promote positive attitudes to learning.There is a strong partnership with parents.

Parents speak positively about the setting and report that their children are happy to attend. They comment that their children have made progress since starting and they are aware of the next steps in their children's learning. Staff offer parents effective support, including help with potty training.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: guide staff to consider children's individual next steps as well as their interests when planning activities to support them to achieve to an even higher level nenhance the organisation of the free-flow garden time to ensure that children's learning needs are consistently met during this time.