Sunshine Montessori Babies

Sunshine Montessori Babies

Unique reference number (URN): 2808679 Address: Elim Hope Church, Edmonds Road, Lane End, High Wycombe, HP14 3EJ Type: Childcare on non-domestic premises Registered with Ofsted: 09/10/2024 Registers: EYR Registered person: Muddy Sunshine Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Staff create an inviting and welcoming environment where children feel safe and secure. They have warm, nurturing and secure relationships with children, who they know very well. Staff are positive role models and have high expectations for children's behaviour and learning. Children clearly understand the routine and what is expected of them. Staff provide children with positive praise to help them understand behaviour expectations, and when required, offer further support for children to manage these in an appropriate way.

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Behaviour, attitudes and establishing routines Strong standard

Children are building positive relationships with each other and are beginning to build lovely friendships. They show the early stages of sharing and cooperative play. For example, during activities, children work together to move objects from one place to another. They hold tubs so their friends can fill these with objects. The consistent and positive praise from staff supports children's developing confidence and gives them an important sense of achievement. Staff ensure that families understand the importance of punctuality and attendance to provide the children with consistency and routines to support their learning and development.

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Children's welfare and wellbeing Strong standard

The information staff gather about children when they first start enables them to accurately identify each child's starting points. The highly effective key-person system and the strong relationships with families ensure staff have updated information about children's routines at home. This provides the consistency children need to feel safe and secure and to make the progress they are capable of. For example, staff adapt sleep time to meet the changing needs of children. Regular communication with parents about food preparation provides consistency for children.

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Children's welfare and wellbeing Strong standard

Well-structured and embedded daily routines support children, particularly at this early stage, in developing an understanding of healthy lifestyles. Staff offer children healthy food and snacks throughout the day and provide children with new and enriching experiences that further promote their health and physical development. For example, children develop new physical skills and build on existing ones as they confidently navigate their way around the forest school area. Babies new to walking are supported as staff hold their hands and guide them over logs. Children have opportunities to take appropriate risks, which helps them to understand how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

From a young age, children are supported to manage their emotions. Staff recognise when children need different strategies to help them regulate their emotions. They adapt their approach to support children further, including those with barriers to their learning.

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Achievement Expected standard

Generally, children achieve well from their individual starting points and are reaching their developmental goals. For example, children enjoy and benefit from opportunities to problem- solve and become independent learners. Children show delight and pride when staff praise them for their achievements. Overall, children progress well in their communication skills. Children enjoy listening to staff read and sing, and repeat some of the words.

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Achievement Expected standard

Children move between activities with growing confidence. They show that they can manage familiar routines and transitions throughout the day, such as going in the garden and to forest school. Children show growing independence as they problem-solve. They develop resilience and persevere at tasks. Children build on what they know and can already do. This is supported further by repetition of activities that support all children, including those with barriers to learning, to further develop skills.

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Curriculum and teaching Expected standard

The well-thought-out and ambitious curriculum meets children's needs and supports them to make progress across all areas of learning and development. Through regular observation and assessment, staff are able to plan a wide range of activities and opportunities for children to explore. Staff understand the intent behind the activities they plan and deliver. Heuristic play supports children effectively to problem-solve, use their critical thinking skills and develop independence. During this time, children explore through play with everyday objects. Children engage highly as they explore resources of their choosing. They play well alongside and with their friends, showing an early understanding of cooperation and working with others, supporting each other to problem-solve.

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Curriculum and teaching Expected standard

Overall, staff support children's communication and language well. Positive interactions promote children's language skills. Staff read and sing with children, introducing them to new words that they encourage them to repeat. This is not consistent and, at times, not all staff interact with children to the same level. During these times, children do not get the support needed to further develop their communication and language skills.

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Curriculum and teaching Expected standard

Staff introduce mathematics in an age-appropriate way that helps children understand early counting and mathematical language such as big and small. They extend learning well to challenge children. Staff promote physical development through a range of activities, indoors and outdoors. Staff place objects just out of children's reach to encourage movement. Children also benefit from rich opportunities at forest school, where they climb, balance and develop core physical skills.

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Curriculum and teaching Expected standard

Activities are accessible to all children, with appropriate adaptations made where necessary to ensure all children can take part, including those with special educational needs and/or disabilities and those with other barriers to their learning.

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Inclusion Expected standard

Leaders demonstrate a secure understanding of children's individual and developmental needs. This includes for children with special educational needs and/or disabilities and for children with other barriers to their learning. Staff use regular observation and assessments to identify children's development and learning needs effectively. They respond quickly when they recognise that additional support is required and liaise with parents to ensure that swift action plans are put in place. Staff recognise the benefit of early help, and where appropriate, work with other agencies and support parents to access the required information to fully support their child. This ensures all children make the progress they are capable of.

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Inclusion Expected standard

Staff receive appropriate training to support them in their interactions with children so these can be best adapted to meet the child's needs. This enables them to respond to children's behaviours and support them in managing these in an appropriate and safe way. Strong parent partnerships ensure that parents receive the help and support they need, minimising the impact on children. Leaders make informed decisions about the use of additional funding. They ensure that funding is directed towards resources that will have the most impact in responding to children's individual development and learning needs.

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Leadership and governance Expected standard

Leaders and managers have a strong understanding of the needs of the children, families and staff. This enables them to put support in place when needed and to identify any additional help required for children or families, particularly in relation to children with special educational needs and/or disabilities. Staff work effectively with other agencies to support children and their families. Regular communication ensures that children's wellbeing is supported and that families receive the help needed.

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Leadership and governance Expected standard

Staff are happy in their roles and work well together, regularly communicating with each other to ensure children's needs are met. Recent training they have completed is clearly reflected in the activities, as well as in staff's understanding of what they want children to learn from planned experiences. Staff have regular supervisions and appraisals with managers. This ensures that their individual wellbeing is supported, and that their learning opportunities and needs are discussed. This provides staff with ongoing professional development opportunities.

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Leadership and governance Expected standard

Generally, leaders and managers have good oversight of the setting and provide effective support to the staff team. Overall, they recognise areas for development in staff practice. They have not recognised that some staff need to strengthen their skills to support children's communication and language.

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What it's like to be a child at this setting

Children arrive happy and quickly settle into the routine of the day. They are welcomed by friendly staff who know them well. Staff plan a wide range of activities they know will interest children and promote their learning. Staff are warm and caring, and they quickly build secure relationships with children. The key-person approach supports children to feel safe, secure and settled. Leaders and staff support families in understanding the importance of punctuality and attendance and the positive impact these have on children's feelings of security, development and learning.

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What it's like to be a child at this setting

Staff gather information from parents, and through their regular observations and assessments staff plan effectively for children's next steps. They monitor children's progress carefully to ensure that all children, including those with special educational needs and/or disabilities and those with other barriers to their learning, make the progress they are capable of. Staff adapt the curriculum to meet children's individual learning and development needs. As a result, children are well prepared for the next stage in their learning.

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What it's like to be a child at this setting

Children are happy and engage in purposeful play. They explore confidently and are independent learners. For example, during forest school, children happily choose from a range of activities, engaging with natural materials and skilfully navigating their way around the area, developing their coordination and balance skills. Children show kindness towards each other as they hand water bottles to their friends. Staff support children to manage their behaviour and give them gentle reminders about the importance of sharing and taking turns. Staff support children who need additional support in these interactions and guide and help them to manage their emotions and frustrations.

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Next steps

Leaders should support staff to strengthen interactions even further to consistently extend children's learning.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs and disabilities coordinator during the inspection.

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About this inspection

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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Address:

Elim Hope Church Edmonds Road, Lane End High Wycombe HP14 3EJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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