Sunshine & Showers 111

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are settled, confident and happy during their time at the setting. Staff encourage children to be independent. As a result, children are confident to make their own choices, such as what they would like to play with.

Children enjoy some interesting activities. For example, they enjoy exploring their senses, and they use herbs and spices when making play dough creations. They learn about how different herbs, such as rosemary, smell.

Children enjoy learning about the natural world around them. For instance, they enjoy going on nature and autumn trails and are excited to see the train travel past while on their walk.... However, leaders and staff do not have a clear and concise understanding of what they want children to learn from activities and what their curriculum is.

Therefore, the curriculum is not fully embedded to help children to reach their fullest potential.All staff are positive role models. Children behave well and are thoughtful and kind.

For example, they offer to get staff a chair so they can sit down. Staff teach children about the importance of following good health and hygiene practices to help them remain healthy. This includes talking to them about healthy eating at lunchtime.

Staff help children gain confident physical skills and children learn how to move in different ways. This is demonstrated when they confidently and safely climb and balance and enjoy activities, such as yoga.

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

Overall, all staff know children well.

They know what they like and dislike. However, the overarching curriculum is not effective. Staff know that they aim to help prepare children for their eventual move to school.

However, they cannot discuss confidently how they intend for children to develop these skills. Staff know they aim to help prepare children for their eventual move to school. However, they are not sure about how they intend to help children to develop these skills.

Leaders have not ensured that all staff have a clear understanding of why they are planning activities for children. For example, they plan an activity because they know children will like it but are not sure what they want children to learn from it. This does not ensure that children's experiences consistently build on what they already know and can do to help them make good individual progress.

All staff establish secure and trusting relationships with children. All children enjoy the company of staff. They feel safe, and they smile happily as they play games together.

Children seek out staff for reassurance and confidently engage in conversations with them to share their ideas and thoughts.Staff support children to develop confident communication skills. They allow children time to think and then answer questions, and they build on their vocabulary well.

Even the children who speak English as an additional language are confident to communicate. For example, they respond well to visual prompts and staff use key words in their home language, such as 'toilet' in Turkish.Staff know how to support children who have special educational needs and/or disabilities (SEND).

They have completed specialist training specifically to help gain understanding of how to support children with SEND. As a result, staff implement helpful strategies. For example, they have a calming area where children can explore sensory equipment if they become overwhelmed.

All staff liaise with parents to find out any information about children who also attend another setting if needed. However, they have not put arrangements in place to share information with the other settings children attend and build an effective partnerships with them. This does not ensure that children experience a fully consistent approach to their learning and care.

Parents are happy and speak highly of the setting. They feel informed and praise the level of communication. Staff share helpful information, such as healthy eating tips.

They share regular photos demonstrating what the children have enjoyed doing at the setting.Overall, children remain engaged in their chosen activity. However, the level of engagement declines during changes in routine.

For example, children must wait to access the garden while all children put on their coats and wellington boots. Some children begin to wander aimlessly while they wait. Staff do not organise changes in routines effectively to ensure that children remain engaged throughout.

All staff support children to gain a good understanding of other people's backgrounds and cultures outside of their own experiences. This includes talking about different languages, communities and countries, such as Hungary.

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 meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date provide leaders and staff with support and coaching to help them plan and deliver an effective curriculum that helps all children make good progress.02/01/2025 To further improve the quality of the early years provision, the provider should: nestablish partnerships with staff at other settings that children also attend support staff to manage the changes in routines more effectively to ensure they keep children engaged throughout.

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