Sunnyfield Kindergarten

Inspection of Sunnyfield Kindergarten Catholic Hall, Great Ayton, Middlesbrough, North Yorkshire TS9 6NU

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The manager and staff provide a setting where each child is valued and listened to. Children eagerly come into the kindergarten and quickly engage in play with their friends. Staff offer a warm welcome to children and parents. They ensure parents have the opportunity to talk with them. Children know who to go to for support and are reassured by the caring staff. This supports children's positive emotional well-being. Children feel safe and secure due to the calm and nurturing environment the staff provide.

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The provision is good

Staff have high expectations of what every child can achieve. Children are motivated to learn and confidently explore the interesting resources. They know they can freely choose where, and with what, they want to play as they access additional resources from clearly labelled boxes. Children work well together and staff encourage them to develop their resilience skills and to keep trying. For example, children concentrate as they build a house outdoors, using books for reference. Children develop their physical skills well. For instance, they manoeuvre bicycles and cars outdoors and practise hand-eye coordination as they play with bats and balls.

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need to do better?

n Children and their families are warmly welcomed into the kindergarten. Young children quickly settle with good support from their key person. Close relationships are formed. Children initiate cuddles with staff and happily participate in activities together. n Staff have a good understanding of what children need to learn next. Overall, staff identify when further support may be needed to help children to develop and thrive. However, occasionally, staff do not recognise opportunities to reshape activities as they progress. This does not give children the consistently high level of encouragement and challenge that they need to learn as much as possible from their experiences. n Staff give high priority to developing children's communication, social and physical skills. They successfully promote a love of books and reading. Staff share stories and children enjoy this one-to-one time as they sit and cuddle up

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need to do better?

on cushions. Children are animated as they read stories and are keen at group times to share these with their friends and predict the end of the story. Staff encourage children to enjoy books and treat them with care. n Staff have high expectations for children's behaviour and conduct. They embed the rules of the setting and children play well together, sharing resources and toys. Children develop positive attitudes to their learning and enjoy making pictures for their parents on the craft table. n Children have access to a wealth of resources and activities which support their

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need to do better?

24 October 2019 pre-writing skills. They confidently handle tools when modelling with dough and pens and spreaders in creative activities. However, opportunities for children to extend their understanding of numbers and counting are not always used to best effect. n The manager monitors staff practice within groups and shares suggestions with them for improvements. She supports staff with access to some training. Together, they reflect on the quality of the setting. However, this process is not consistently effective in identifying specific areas for development to raise the standards to a higher level. n Partnerships with parents are excellent. Parents comment that staff are fantastic and that they are well informed about all areas of their children's development. They are delighted with the progress their children make. n Very effective partnerships are in place with the local primary school and other

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need to do better?

settings that children are due to attend. Children visit the school to watch various productions and also to participate in forest activities. They are animated as they talk about toasting marshmallows by the fire. This helps to prepare children for the next stage in their learning and the eventual move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff have a breadth of knowledge regarding how to ensure that children are kept safe. They know and understand the procedures to follow should they have a concern about a child's welfare. All contact numbers and safeguarding policies are clearly displayed for staff and parents. Detailed risk assessments are in place. All entrances and exits to the building are kept secure during sessions. Staff give high priority to ensuring that children have a safe environment in which to play and explore. Children are reminded of the importance of considering their own, and each other's, safety, especially when playing outdoors.

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should:

n make better use of opportunities for children to develop their understanding of numbers and counting n support staff to strengthen their teaching skills further, so that all are able to reshape activities in response to children's changing learning needs n enhance the system for evaluating practice and more precisely identify ways to promote continual improvements.

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Setting details

Unique reference number EY414004 Local authority North Yorkshire Inspection number 10071741 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care Age range of children 2 to 4 Total number of places 20 Number of children on roll 19 Name of registered person Banks, Linda Elizabeth

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reference number

Telephone number 07749 613149 Date of previous inspection 30 September 2015

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Information about this early years setting

Sunnyfield Kindergarten registered in 1984. The kindergarten employs seven members of childcare staff. Of these, three hold appropriate early years qualifications at level 3, including one with qualified teacher status. The kindergarten opens from Monday to Friday, term time only, from 9am until midday. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector carried out a learning walk with the manager. They discussed the learning environment and how the curriculum is organised. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector observed and evaluated a number of activities with the kindergarten manager. n The inspector held a meeting with the manager. She looked at relevant documentation, such as the self-evaluation and evidence of the suitability of staff working in the kindergarten. n The inspector spoke to parents during the inspection and took account of their views through written feedback.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

24 October 2019 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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