Happy Sunflower House Nursery and Preschool

Happy Sunflower House Nursery and Preschool

Unique reference number (URN): 2822541 Address: 26a-27a Earl's Court Gardens, London, SW5 0SZ Type: Childcare on non-domestic premises Registered with Ofsted: 18/12/2024 Registers: EYR, CCR, VCR Registered person: Happy Sunflower House Limited

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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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Inclusion Strong standard

Inclusion shapes everything this nursery does. Leaders have established a highly inclusive culture where children's individual needs are identified early and barriers to learning are reduced through thoughtful adaptations to teaching and the learning environment. They use ongoing assessment to identify emerging needs and adapt learning so children can access the curriculum and participate fully alongside their peers. As a result, children with special educational needs and/or disabilities (SEND), and those who speak English as an additional language, make increasingly good progress from their individual starting points.

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Inclusion Strong standard

Children with SEND are consistently supported. They benefit from visual cue cards, adapted teaching and sensory experiences that help them understand routines, communicate and engage in learning. A separate sensory room provides a calm environment where children can regulate their emotions, enjoy quieter experiences and follow their individual interests. Importantly, this space is accessed by all children rather than being reserved for children with SEND, reflecting leaders' highly inclusive approach. Staff know children exceptionally well and confidently adapt their interactions to reduce barriers to learning and support children to participate successfully in nursery life.

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Inclusion Strong standard

Leaders identify children's needs early, work effectively with external professionals and continually review the support children receive. Consequently, children receive timely interventions and tailored support that enable them to become increasingly confident, engaged and successful learners.

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Achievement Expected standard

Children generally make positive progress from their individual starting points and develop the knowledge and skills they need for their next stage of learning. Children with special educational needs and/or disabilities (SEND) become increasingly confident and successful learners alongside their peers. They become increasingly confident in communicating with adults and their peers, joining in with familiar songs, stories and everyday conversations. Children who speak English as an additional language continue to develop their understanding of English while participating confidently alongside their friends.

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Achievement Expected standard

Children develop early mathematical understanding through opportunities to count, compare quantities and use mathematical language during play and daily routines. They also develop physical skills through regular indoor and outdoor experiences, becoming increasingly confident as they explore their environment and use a range of resources.

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Achievement Expected standard

Overall, children generally make positive progress and are developing the knowledge, skills and confidence needed for their future learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff establish calm and consistent routines that help children to feel safe and secure and understand what happens throughout the day. Staff provide clear guidance during play and everyday routines and use praise and encouragement to promote positive behaviour. Children generally respond well to this approach, joining in with activities, cooperating with one another and following familiar routines with confidence.

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Behaviour, attitudes and establishing routines Expected standard

Staff act as positive role models. They speak respectfully, model kind interactions and use clear language to support children's understanding. Children respond positively, demonstrating consideration for one another as they share resources, take turns and participate in group experiences. They are familiar with daily routines, including washing their hands before snack, sitting together at mealtimes and helping to tidy away resources.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance, supporting children to develop secure relationships and benefit from continuity in their learning. Staff provide sensitive reassurance when needed, helping children manage transitions calmly and remain emotionally secure. This helps ensure all children are included and participate confidently in daily routines and experiences.

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Behaviour, attitudes and establishing routines Expected standard

However, opportunities to further develop children's independence within daily routines are not yet fully embedded. At times, children are not consistently encouraged to take responsibility for aspects of routines for themselves. As a result, opportunities to further develop children's independence during everyday routines are sometimes missed.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted through calm, consistent routines and responsive care. Leaders and staff take time to understand children's individual needs and ensure that daily care practices help children feel safe, secure and emotionally settled throughout the day. They implement robust procedures to support children's health, safety and wellbeing, including appropriate arrangements for safe sleeping that reflect children's individual needs and follow current guidance.

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Children's welfare and wellbeing Expected standard

Children benefit from clear routines that promote hygiene, handwashing and safe eating. Staff supervise children closely during mealtimes, modelling safe eating practices and encouraging positive conversations. They work with families to promote healthy lifestyles and healthy food choices. Children also learn about oral health through everyday discussions and experiences, including visits from a local dentist, helping them develop positive habits that support their future wellbeing.

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Children's welfare and wellbeing Expected standard

Children enjoy regular opportunities to be physically active indoors and outdoors. Daily outdoor play, walks within the local community and access to a calm sensory environment support their physical development, emotional wellbeing and confidence. Staff respect children's privacy and dignity during personal care routines while following effective hygiene procedures. Overall, children generally feel safe, comfortable and well cared for in an environment that promotes their health and wellbeing.

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Curriculum and teaching Expected standard

Leaders plan a curriculum that reflects children's interests, starting points and next steps in learning. Staff use ongoing observation and assessment to understand what children know and can do and incorporate learning opportunities into everyday play and routines. The curriculum focuses on supporting communication and language, personal, social and emotional development, physical development and early mathematical understanding through a broad range of play-based experiences. Staff adapt the curriculum to meet children's individual needs so all children can participate fully in learning.

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Curriculum and teaching Expected standard

Interactions are engaging and purposeful, building on children's interests and developmental stages. Children confidently explore painting, mark making, play dough and small-world play, including dinosaur and zoo activities, while staff introduce new vocabulary, encourage conversations and reinforce key skills. Outdoors, children plant and water flowers, compare quantities of sand, count scoops and solve simple problems while building with large construction resources. During music sessions, children join in with familiar songs, actions and visual prompts, strengthening their communication, listening skills and confidence to participate.

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Curriculum and teaching Expected standard

Children also benefit from regular visits to local parks and the wider community, helping them develop confidence, physical skills and an understanding of the world around them through firsthand experiences.

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Curriculum and teaching Expected standard

However, staff do not consistently tailor planned learning experiences. As a result, children do not benefit from learning experiences that build on what they already know and can do.

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Leadership and governance Expected standard

Leaders know the nursery well, including its strengths and areas for development. Staff and leaders work collaboratively and place children's wellbeing, learning and development at the centre of the provision. Leaders reflect regularly on the quality of the curriculum and nursery environment, using observations and professional discussions to review practice and identify priorities for further development. This helps ensure the provision continues to meet the needs of the children attending.

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Leadership and governance Expected standard

Staff use their understanding of children's interests, development and individual needs to support children's learning and progress. Leaders promote regular opportunities for staff to reflect on activities, share what has been successful and consider how learning experiences can continue to develop. Leaders consider staff wellbeing and workload, helping to ensure staff feel supported in their roles. This helps maintain consistency across the nursery while supporting staff to build their confidence and understanding of children's differing needs.

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Leadership and governance Expected standard

Parents generally speak positively about the nursery and describe staff as caring, approachable and supportive. They value the regular communication they receive and the strong relationships staff develop with their children. Overall, leaders demonstrate a clear understanding of the nursery's strengths and ongoing priorities for improvement and maintain a welcoming provision where children are supported to learn and develop well.

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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 warmly welcomed by nurturing staff, ensuring a positive start to the day. They engage confidently in purposeful play and planned activities. Younger children are settled and secure, benefiting from attentive interactions.

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

Resources are well chosen and accessible, enabling children to make independent choices in their play. Children use their imaginations and show increasing confidence as they explore activities and experiences across the day. They show joy and enjoyment, laughing

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Inspector:

and joining in with familiar songs and movement activities, which promotes their curiosity and a love of learning.

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Inspector:

Children take part in meaningful back-and-forth interactions throughout the day and increasingly respond with confidence. They join in with repeated words, actions and songs and begin to use familiar language during play and routines. For example, during a music activity, children eagerly join in with familiar songs, actions and movement using props and visual cues, showing growing confidence in communication and physical development.

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Inspector:

Children take part in a range of shared experiences, including stories, songs and movement activities. They watch closely, copy actions and join in with familiar routines. Children who speak English as an additional language are supported through visual cues, gestures and consistent routines, helping them to understand and take part alongside others.

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Inspector:

Younger children form secure attachments with staff and confidently seek them out for reassurance during familiar routines and throughout their play. This helps children feel safe and secure as they explore their environment with confidence.

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Inspector:

As a result, children are happy, settled and secure. Leaders promote regular attendance, helping children benefit from continuity in their learning and development. Children develop confidence in their communication, relationships and early learning through warm interactions and purposeful experiences. They develop the knowledge, skills and attitudes needed for the next stage in their learning.

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Next steps

Leaders should continue to develop opportunities for children's independence during snack time, including helping with food preparation. Leaders should review how planned learning experiences are organised to better meet children's different ages and stages of development and sustain their engagement in learning.

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About this inspection

The inspector spoke with leaders, staff, and 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. Rita Dome

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Address:

26a-27a Earl's Court Gardens London SW5 0SZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Happy Sunflower House Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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