Little Sunflowers Child Care

Little Sunflowers Child Care

Unique reference number (URN): 2755365 Address: Kingsworth Close, Beckenham, BR3 4XH Type: Childcare on non-domestic premises Registered with Ofsted: 24/10/2023 Registers: EYR, CCR, VCR Registered person: Little Sunflowers Child Care 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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Achievement Expected standard

Children typically make steady progress from their starting points. They grow in confidence, communicate well and engage enthusiastically in a wide range of activities. Children build positive friendships and learn to play cooperatively alongside others. They develop their language skills through meaningful interactions with staff and their friends. Children express their ideas clearly and use a wide range of vocabulary for their age. They happily talk about what they are doing and confidently explain their experiences. For example, children discuss how plants grow and describe what they need to help them develop. Children with special educational needs and/or disabilities join in fully with daily activities and experiences.

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Achievement Expected standard

Overall, children develop key skills that prepare them for their next stage of learning. They show curiosity, concentrate well and enjoy exploring new experiences. Children approach learning positively and demonstrate high levels of engagement and motivation.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a calm and positive environment with clear expectations for behaviour. Staff model respectful interactions and support children to understand routines. Children respond well. They listen, follow guidance and show care for others. Relationships between staff and children are secure. Key persons know children well and provide consistent support. This helps children feel settled and safe. Children seek out adults for reassurance and guidance, which builds their confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children learn to get along with others. They share, take turns and play cooperatively. They build friendships and show increasing confidence in group activities. Younger children benefit from learning alongside older children. For example, they copy and practise new skills, such as repeating counting sequences they hear from others. Routines are well established and support children's sense of security. Children understand what happens next and move between activities smoothly. Leaders promote regular attendance and consistency. This helps children build relationships, settle into routines and engage in learning.

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Children's welfare and wellbeing Expected standard

Staff provide effective care that meets children's individual needs. They know children well and build strong, secure relationships. Key persons offer consistent support, which helps children feel safe, settle quickly and develop a strong sense of belonging. This includes children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care.

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Children's welfare and wellbeing Expected standard

Staff help children recognise and manage their feelings, for instance using tools such as emotion puppets and familiar stories. This helps children build confidence and take part in play. Children form positive relationships with others and show care and consideration during interactions. Daily routines support children's health and independence. Children manage hygiene routines, choose healthy food and develop self-care skills. Mealtimes are calm and social, and staff use these moments to support language and interaction. Sleep routines are well organised. Staff follow safe practices, understand children's needs and carry out regular checks. This supports children to be refreshed and ready to engage in learning. Staff also support children's physical development through a range of indoor and outdoor experiences. Children stay active, explore safely and develop confidence in their abilities.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the curriculum. They focus on strengthening sequencing and ensuring teaching builds on what children already know. Staff use assessment effectively to understand children's starting points and identify gaps early. This helps them plan support so children do not fall behind.

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Curriculum and teaching Expected standard

The curriculum supports all areas of learning. Staff place a strong focus on communication and language. For example, they use meaningful conversations, Makaton and daily routines to build children's vocabulary and understanding. They introduce new words such as 'Velcro' and use mathematical language during activities like counting and describing shapes.

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Curriculum and teaching Expected standard

Children's physical, personal and social development is prioritised well. The environment supports independence, confidence and positive relationships. However, at times, teaching is not precisely matched to children's individual needs, to consistently and rapidly build on their learning. For example, sometimes, large-group activities engage older children well, but are not as well planned to interest younger children, who lose interest and do not fully benefit from the intended learning.

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Curriculum and teaching Expected standard

Children benefit from a range of indoor and outdoor experiences that promote active learning. At times, however, staff focus more on adult-led activities and do not always consider how to offer children chances to explore their interests more deeply and practise their problem-solving and thinking skills independently during play.

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Inclusion Expected standard

Leaders create a caring and inclusive culture. Staff know children well and build strong relationships. They identify children's needs early through ongoing assessment and close work with parents. This helps staff understand each child's starting points and respond quickly to help close any gaps.

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Inclusion Expected standard

Leaders take clear action to reduce barriers to learning and wellbeing. Staff adapt activities, use strategies such as Makaton, and provide targeted support to help children take part. They work closely with external professionals to meet children's needs. For example, they seek advice and adjust practice to support children with special educational needs and/or disabilities.

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Inclusion Expected standard

Leaders monitor children's progress and review support regularly. Staff identify gaps early and put support in place to help children catch up. This includes children who are disadvantaged and those known to children's social care. Leaders work with families to build shared understanding and ensure consistent support. Leaders use additional funding purposefully to support children's learning and development. Children benefit from resources such as books and tools that help them recognise and talk about their emotions.

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Leadership and governance Expected standard

Leaders run the setting effectively and maintain strong daily organisation. They ensure clear routines, a safe environment and smooth day-to-day practice. Staff are well deployed, which supports both children's learning and their safety and wellbeing.

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Leadership and governance Expected standard

Leaders make decisions that support all children, especially children with special educational needs and/or disabilities, those who are disadvantaged and those known to social care. They ensure early identification of needs and put support in place quickly. They work closely with parents and professionals to secure the right help for children.

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Leadership and governance Expected standard

Leaders show a strong commitment to continuous improvement. Recent training, for instance in simple sign language, has had a clear impact on practice. Staff use this consistently to support children's communication and understanding. Leaders also access training through the local authority and networks to keep knowledge up to date.

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Leadership and governance Expected standard

Leaders support staff wellbeing. They provide regular check-ins, supervision and guidance. Staff feel valued and supported in their roles. Leaders are currently prioritising the need to strengthen how they monitor the impact of training on daily practice to build on staff consistency.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are happy and settled at the nursery. They enjoy a warm, welcoming and inclusive environment where they feel safe, valued and understood. Staff build warm and respectful relationships with children and know them well. This helps children settle quickly, grow in confidence and develop a real sense of belonging. Children form positive friendships, play cooperatively and show enjoyment in their learning.

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

Children benefit from a broad curriculum that overall supports their development across all areas of learning. Staff place a strong focus on communication and language. They engage children in meaningful conversations throughout the day and give them time to respond. Staff use approaches such as Makaton effectively to support children's understanding and communication. Children become confident communicators and develop good early language skills.

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

Children enjoy a range of activities that support early literacy, counting and problem-solving. Younger children learn from older children during play and routines. For example, younger children confidently repeated a counting sequence heard from older children. This helps children build confidence and develop early mathematical skills through play.

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

Children access well-planned indoor and outdoor environments that encourage exploration, creativity and active play. They move confidently between activities and enjoy opportunities to investigate, create and develop their physical skills. Staff support children well during planned play experiences, helping them stay engaged and motivated to learn.

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

Children with special educational needs and/or disabilities, and those facing additional barriers, receive early support. Staff identify gaps in learning quickly and work closely with parents and other professionals to help children take part and make progress.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Sunflowers Child Care Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should support staff to plan activities more effectively so that teaching consistently matches the age and stage of all children and helps them remain engaged. Leaders should support staff to strengthen opportunities for children to build on their thinking skills in independent play.

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About this inspection

The inspector spoke with leaders, staff, parents and carers, children and the special educational needs 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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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. 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

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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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