Sunflower Children's Centre

Sunflower Children's Centre

Unique reference number (URN): EY216651 Address: 21 Carter Hall Road, Sheffield, S12 3HS Type: Childcare on non-domestic premises Registered with Ofsted: 31/01/2002 Registers: EYR, CCR, VCR Registered person: Simpkin Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Those with responsibility for the oversight of safeguarding have not ensured they have a robust enough knowledge of children who are potentially vulnerable. Policies to record accidents, including when they may have occurred at home, are not consistently followed. Injuries that have occurred at home are not consistently reviewed or recorded to enable staff to review if there are risks to the child.

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Safeguarding standards not met

Staff do not receive adequate supervisions. They are not consistently provided with the opportunity to openly share any concerns they may have about a child. This contributes to a closed safeguarding culture. The process in place for checking staff remain suitable to work with children is not robust. Leaders have not yet created a culture in which staff are expected to disclose if there have been changes to their suitability. This means staff do not consistently disclose something that would impact their suitability.

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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 Needs attention

Children make some progress, but they are not reaching their full potential, and their learning is largely incidental. Their achievements and knowledge are not adequately monitored. As a result, children are not continually supported by high-quality teaching within this nursery. Children with special educational needs and/or disabilities do not make adequate progress in their learning.

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Achievement Needs attention

Children are learning to become independent and are confident using the bathroom by themselves. They attempt to wash their hands, however, due to soap not being available they do not consistently learn positive hygiene practices. Children learn some important skills during daily routines, such as mealtimes. For example, children without dietary requirements learn to help themselves to food at mealtimes. This helps them to develop physical skills, such as grasping the tongs and supports their hand–eye coordination. This also helps them make choices about the amount of food they would like.

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Achievement Needs attention

Children learn a range of social skills, including how to speak with their peers and other adults.

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Behaviour, attitudes and establishing routines Needs attention

Staff do not encourage younger children to tidy away what they have been playing with. For example, there are large amounts of sand and toys covering the floor. This creates trip hazards and does not assure children's safety. Leaders and staff do not consistently recognise these ongoing risks. Additionally, this does not contribute to a positive learning environment.

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Behaviour, attitudes and establishing routines Needs attention

Staff provide some support for children to learn positive behaviours and help them to establish routines. They praise children's positive behaviour. However, there are inconsistencies due to the routines not being well planned. This results in some low-level disruption.

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Behaviour, attitudes and establishing routines Needs attention

Some children become engaged in activities, when the activities are developmentally appropriate. However, at times, children's engagement is not supported as group times are too long and take place with too large a group of children. This means children do not have the opportunity to fully engage in these activities.

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Behaviour, attitudes and establishing routines Needs attention

There is an effective policy in place for following up on any non-attendance. Leaders and staff share the importance of regular attendance with parents. This helps to create positive routines in preparation for more formal schooling.

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Curriculum and teaching Needs attention

Leaders have some oversight of the curriculum and acknowledge there are weaknesses. They have plans in place to make improvements. However, these have not been implemented quickly enough to ensure teaching is effective.

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Curriculum and teaching Needs attention

Key persons are not present consistently to contribute to the planning for their key children's learning. This means learning experiences are not tailored to meet individual children's needs. Learning, particularly in the outdoor area is mostly coincidental. Activities and the outdoor space are not planned to extend children's learning.

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Curriculum and teaching Needs attention

Staff plan some activities that children tend to enjoy. These are largely based on children's interests but do not sufficiently focus on what children need to know next. Typically, group activities are too large so do not effectively support the learning intentions. Children are sent to wash their hands during a group activity aimed at supporting their communication and language development. This means that they miss opportunities to share their ideas and noise levels disrupt others.

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Curriculum and teaching Needs attention

Staff in the baby room model the correct pronunciation of words. For example, during mealtimes, staff speak with the children about what is in their food, modelling words, such as chicken and peas. This introduces children to some new vocabulary. Some staff use some sign language to support communication and language development, particularly for children who are pre-verbal.

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Inclusion Needs attention

Leaders and staff identify when children may require additional support or have special educational needs and/or disabilities (SEND). However, leaders do not ensure that staff working with children with SEND know how to support them or to extend their learning. There has been no clear handover to discuss children's needs in the absence of their key person or when children transition to different rooms or visit them. Staff working with children with SEND do not have easy access to children's support plans.

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Inclusion Needs attention

Staff with oversight of SEND receive adequate training and support to enable them in their role. Leaders have sufficient knowledge of how to plan to support children. They have some plans in place to ensure staff are supporting children within the rooms. However, this knowledge is not shared consistently with all staff to ensure children are receiving the correct, planned support. Leaders' plans for supporting individual children with SEND are not being implemented effectively to support children's progress.

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Inclusion Needs attention

Staff receive training on how to support children by using Makaton sign language. Leaders have further plans in place and are passionate in ensuring this is embedded throughout the nursery. However, this is not precisely focused enough on supporting children's individual needs, such as those children with communication and language concerns or who are on the pathway for a referral.

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Children's welfare and wellbeing Urgent improvement

Leaders and staff do not ensure children's privacy is prioritised or maintained. For example, during toileting, children are expected to use potties located within the main access route to the outdoor area. This does not ensure that their dignity is promoted. Additionally, handwashing facilities are not adequately stocked. This means children cannot consistently wash their hands with soap and, therefore, do not develop positive hygiene practices.

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Children's welfare and wellbeing Urgent improvement

The key-person system is ineffective for some children, particularly children with special educational needs and/or disabilities. The nursery operates a buddy system to support children in the absence of their key person. However, leaders have not recognised that for some children, both their key person and buddy are not present during the school holidays. This means, these children do not have a key person for extended periods of time.

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Children's welfare and wellbeing Urgent improvement

Risk assessments are not fully effective. Staff do not always ensure that risks to children's safety are identified and removed before children go outdoors to play. They do not ensure the floor space indoors is free from potential trip hazards. Staff ensure children have sun cream on but do not consistently ensure they have hats on, despite the sunny weather. This does not keep children safe in the hot weather and risks them becoming ill. Leaders have recently reviewed the menus within the nursery to encourage children to try new foods and meals. Staff sit with children at mealtimes to ensure safer eating practices and also talk to children about what they are eating. This promotes positive social skills.

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Leadership and governance Urgent improvement

Leaders do not ensure that the setting's safeguarding policies and procedures are implemented effectively to ensure children's safety. Those who lead safeguarding at the setting have not established processes to identify any patterns of concerns with regards to children's welfare. Procedures for the recording and monitoring of accidents, particularly those that have occurred at home, have not been followed up. This compromises children's safety and means concerns in children's home life or elsewhere may not be identified.

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Leadership and governance Urgent improvement

Leaders have not sustained action taken in the past to meet previous breaches of requirements relating to the safety and suitability of the premises. They do not ensure that fire exits are kept clear and in working order. Repeated breaches of the safeguarding and welfare requirements compromise children's safety.

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Leadership and governance Urgent improvement

Leaders do not ensure the supervision of staff is effective to address weaknesses in staff knowledge and practice. They do not ensure that staff complete effective risk assessments. They do not ensure issues with staff performance are followed up. Additionally, leaders do not ensure a robust procedure is in place for staff to share changes to their suitability. Overall, staff report they are happy. They feel leaders support their wellbeing and are mindful of their workload.

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Leadership and governance Urgent improvement

Leaders did not notify Ofsted of a significant event within a reasonably practical time frame as required. Leaders have taken appropriate action to improve staff understanding of their roles and responsibilities to supervise children effectively and keep them safe. For example, they have strengthened the procedures for head counting, when moving between the indoor and outdoor areas.

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Leadership and governance Urgent improvement

There is some positive engagement with parents. Staff keep parents up to date with children's learning and work with them to support children at home. Leaders have further plans in place to support parental engagement, such as through newsletters. They hope this will strengthen parent partnerships further. Staff share information with parents at the end of the day, such as what their child has eaten, if they have had a nap and the activities they have taken part in. This helps to support continuity in children's care and learning.

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Compulsory Childcare Register requirements

This setting has not 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 not 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's welfare and wellbeing are not sufficiently prioritised within this setting. Breaches to the statutory requirements means children's safety is not assured. Leaders have not ensured that the setting's policies with regards to risk assessments and children's safeguarding, welfare and wellbeing are sufficiently embedded into day-to-day practices.

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

Children do not make steady progress in their learning as they do not have sufficiently broad experiences. Consideration has not been given to children, who require additional support to ensure they can consistently join in. For example, some children are not encouraged to join in with their peers as children's individual needs are not fully understood.

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

Overall, children tend to enjoy the activities that are on offer. Children incidentally explore some activities outdoors, such as painting with water and physical play equipment. However, these are not planned to ensure they focus on children's next steps in learning or sequenced to support children's progress over time.

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

Children whose key persons are present benefit from visits to the next room with their key person, to help them become familiar with the routines. However, children with special educational needs and/or disabilities are not well supported during transitions as staff are not consistently clear on how to support them in their new rooms, particularly in the absence of their key person.

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

Children have formed positive relationships with staff and are happy to sit with them when they are feeling unsure or nervous. On arrival, they are welcomed into the setting by friendly staff. Throughout the day, they are provided with choice. For example, during song time, children choose the puppet that represents their favourite nursery rhyme. This helps to give children a choice and ensure their voice is valued. Children develop social skills and communicate with each other. For example, parents explain how their children have developed in confidence.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

train staff to ensure ongoing risks are adequately identified and minimised so that children's health and safety is maintained at all times 31/07/2026

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Action Completion Date

ensure sufficient records are kept of children, including when accidents occur at home, and that all records are effectively monitored so that concerns in a child's home life or elsewhere are promptly identified 31/07/2026

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Action Completion Date

ensure fire exits are in good working order and access is not restricted 31/07/2026

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Action Completion Date

ensure children's privacy is fully considered and maintained when changing nappies and toileting, including when using potties 31/07/2026

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Action Completion Date

review the key person system to ensure that all children are consistently supported and care and learning is tailored to meet their individual needs 31/07/2026

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Action Completion Date

ensure that arrangements are in place to regularly assess, plan and implement strategies to support children with special educational needs and/ or disabilities 31/07/2026

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Action Completion Date

ensure supervision of staff provides them with adequate training and coaching to support continuous improvement and provides opportunities to discuss any issues relating to children's development and/or wellbeing 31/07/2026

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Action Completion Date

strengthen procedures for reviewing and confirming the ongoing suitability of staff who are taking medication, ensuring that any potential impact on their suitability to work with children is appropriately considered and assessed 31/07/2026

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Action Completion Date

ensure handwashing facilities are adequately stocked and checked so that children develop good hygiene practices 31/07/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

develop the quality of teaching to ensure staff maximise learning opportunities at different points of the day, such as within activities and daily routines. 04/09/2026

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Action Completion Date

develop assessment methods to help staff understand children's progress and accurately identify gaps in their learning 04/09/2026

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About this inspection

The inspectors spoke with leaders, staff, parents and the special educational needs coordinator during the inspection.

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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 - 18:15

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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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Children numbers

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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Children numbers

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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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