Braeside @ Sunflowers Paignton

Braeside @ Sunflowers Paignton

Unique reference number (URN): EY551320 Address: 1 Braeside Road, Paignton, TQ4 6BX Type: Childcare on non-domestic premises Registered with Ofsted: 24/11/2017 Registers: EYR, CCR, VCR Registered person: Sunflowers Day Nursery LLP

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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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given the highest priority across the nursery. Leaders greet children, parents and carers and take the time to check in with them, at both drop-off and collection, throughout the week. They design highly flexible and robust settling-in procedures, tailored to each child's needs. Staff plan settling-in sessions carefully. This inclusive approach helps to quickly form trusting relationships between staff, children and families. Staff mirror this approach when children move between rooms, ensuring children transition confidently as they grow and learn.

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Children's welfare and wellbeing Strong standard

Staff strengthen these relationships through a highly effective key-person system. All staff know their key children extremely well and respond swiftly to any changes in their needs or circumstances. For example, staff work closely with parents to help children try new foods and develop healthy eating habits. They share popular recipes with families, including ways to replace sugar with vegetables, such as courgettes, when baking cookies or cakes. Staff also promote healthy habits by introducing tooth brushing at nursery.

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Children's welfare and wellbeing Strong standard

Staff help children recognise, express and manage their emotions through warm, responsive interactions and abundant reassurance. They offer comforting resources, such as favourite stories, cars, trucks and sensory play, that reflect children's interests and create a deep sense of calm and security. As a result, children show increasingly secure emotional wellbeing and consistently demonstrate that they feel valued and confident to explore their environment.

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Achievement Expected standard

Children, including those who face barriers to learning, typically makes steady progress from their starting points. Babies develop early physical skills as they explore soft-play resources, pulling themselves up and cruising from one piece of equipment to another. Toddlers strengthen their coordination and control and build their attention as they manipulate play dough. They giggle in anticipation when staff hold up long, wriggly 'worms' that slowly drop onto the table.

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Achievement Expected standard

Older children focus well and build resilience as they create complex models with construction resources. Children engage in conversation and develop early negotiation skills that are key for collaborative learning. Children enjoy praise and encouragement and show confidence and willingness to try new tasks. As a result, children are generally well prepared for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The nursery creates a welcoming environment where warm, respectful relationships help children feel settled. Staff develop routines across the nursery and are continuing to refine strategies that facilitate smooth transitions; for example moving from tidy-up time to story time. This will ensure that children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, consistently experience a calm and predictable day. This ongoing work strengthens children's engagement and enjoyment.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and thrive as a result of the positive relationships they enjoy. Staff support all children sensitively, including those with SEND, and help them manage their emotions and resolve minor conflicts with growing confidence. Staff encourage children to develop independence and positive attitudes through daily food and hygiene routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work with parents and carers to promote regular, punctual attendance. They take the time to understand each family's circumstances and put plans in place to address any barriers to attendance. This approach helps children benefit fully from the curriculum and daily routines. Leaders recognise the dedication and care staff show and value the commitment they bring to their work with children.

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Curriculum and teaching Expected standard

Leaders typically understand the quality of the curriculum well, and staff know what they want children to learn. Since the last inspection, leaders have introduced approaches that have strengthened the sequential teaching of communication and language skills across the nursery. All children, from the youngest babies to the oldest pre-school children, now take part in well-planned, age-appropriate group activities. These activities build their communication and language skills and focus on listening and attention, understanding and talking. Children's learning would be further strengthened by the consistent use of strategies that support all children to understand expectations and engage fully with the curriculum.

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Curriculum and teaching Expected standard

The curriculum follows a clear sequence and typically gives children opportunities to develop skills across all areas of learning. Children of all ages show a love of books. Babies bring books to adults to share. Older children delight in observing their live caterpillars and use their knowledge of 'The Very Hungry Caterpillar' story to identify that they have made cocoons. Staff teach and consolidate mathematical learning while playing alongside children. They frequently model counting on their fingers and help children to do the same. Staff prioritise children's physical development by providing well-resourced indoor and outdoor areas, including soft-play and sensory spaces for all children. Staff typically know children well and respond to their needs. They support turn-taking and problem-solving, and they encourage children to keep trying when tasks feel tricky.

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Inclusion Expected standard

Leaders recognise the different needs of children and families in their community and set high expectations for children's learning and development. They use individual funding to purchase specific resources that support children with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning. For example, leaders invest in a range of sensory equipment for use indoors and outdoors. This equipment benefits all children, but it particularly meets the needs of children with SEND and enables them to play and learn alongside their peers.

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Inclusion Expected standard

Leaders and staff demonstrate a clear understanding of how to identify and support children with SEND and those who face other barriers to their learning. They use ongoing observations, assessments and information to identify individual needs promptly. Staff monitor children's progress and review the impact of provision through a structured cycle, adapting strategies where necessary to promote continued development.

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Inclusion Expected standard

Leaders work closely with parents, carers and external agencies, including speech and language therapists and educational psychologists, to shape children's experiences and strengthen partnership working. This approach enables leaders to plan targeted support and adapt routines, activities and the learning environment so that children can access the curriculum and feel included.

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Leadership and governance Expected standard

Leaders demonstrate a professional, reflective approach. They know staff, families and children well and understand the setting's context and role in the local community. They work closely with the local authority and other providers to enhance staff's skills and expertise so that children typically receive high-quality experiences.

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Leadership and governance Expected standard

Leaders maintain a clear overview of the curriculum and wider provision. They involve staff in shaping the curriculum, so it reflects the needs of all children. Leaders understand the nursery's strengths and generally focus on improving the areas most relevant to the children in their care. They recognise barriers children may face and prioritise these needs in their decision-making. Leaders have recently introduced approaches to strengthen all children's engagement in learning and help them navigate the routines of the day. The impact of these approaches has not yet had time to embed across the staff team.

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Leadership and governance Expected standard

Communication with parents and carers is effective. Leaders have implemented systems to share information clearly so that children's learning and development are prioritised and celebrated in the setting and at home. This approach helps parents feel confident about their children's progress and strengthens their sense of belonging.

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Leadership and governance Expected standard

Leaders ensure that staff understand their roles and responsibilities. Staff feel supported and respected. Leaders identify training needs through regular supervision sessions, and staff feel confident to seek help when needed. This open culture creates a motivated team that works together well. Staff say they are happy in their roles and that leaders support their wellbeing.

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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 achieve, belong and thrive in this nursery because they are welcomed into an environment where they feel understood, included and excited to learn. From their very first session, children sense that adults believe in them and want the best for them.

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

Children benefit from leaders' high expectations because these expectations are rooted in knowing what each child needs to flourish. When children face barriers to engagement, they benefit from access to sensory and specialist resources that help them learn alongside their

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Inspector:

Sarah Roberts friends. Staff notice children's needs quickly, through careful observation, and children receive support that helps them make steady, meaningful progress from their starting points.

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Inspector:

Children feel they belong because relationships are warm and attendance is prioritised. Babies, toddlers and pre-school children settle well into routines that help them feel safe and ready to explore. Children grow in confidence because staff know them well and work closely with their families and other professionals to provide nurturing experiences. For example, toddlers wriggle with pleasure when staff notice and celebrate their achievements. When children move between rooms, flexible settling procedures and thoughtful transitions help them feel secure and understood.

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Inspector:

Children thrive because they enjoy an ambitious, well-sequenced curriculum that places communication and language at its heart. They take part in group times that build listening, understanding and talking skills. Children show curiosity and joy as they explore books, investigate caterpillars, count on their fingers, and climb, crawl and balance in the inviting indoor and outdoor spaces. Through play, they learn to solve problems, take turns and keep trying, developing resilience and positive attitudes to learning.

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Inspector:

Children stay engaged because teaching is inclusive and responsive. When children need reassurance, comfort or sensory experiences to regulate their emotions, staff respond sensitively. Praise and encouragement help children feel proud of their efforts and eager to try new challenges.

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Next steps

Leaders should continue to support staff to consistently use strategies that enhance children's understanding and support smooth transitions between activities within the day, so that they become embedded in practice to maximise all children's learning experiences.

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About this inspection

The inspector spoke with children, leaders, staff, parents and carers 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sunflowers Day Nursery LLP

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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

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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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