Sunflower Nursery

Sunflower Nursery

Unique reference number (URN): 2808904 Address: 3 Bedford Road, London, E18 2AQ Type: Childcare on non-domestic premises Registered with Ofsted: 21/10/2024 Registers: EYR Registered person: AL-FALAH SUNFLOWER DAY 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

All children, including those with special educational needs and/or disabilities, progress across all areas of learning and development. They are good communicators, and older children effectively build play ideas because of this. Parents comment on this strength of the setting fondly. For example, children role-play being builders using the sand and construction activity. They discuss what they will build and what they will use. Younger children explore their physical skills by engaging in ball games, playing with others back and forth. As a result, children explore playing well together and their coordination skills.

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Achievement Expected standard

Children show increasing independence skills, such as self-serving their food at mealtimes, pouring their own water and being daily helpers. Older children are confident in their self- care skills such as washing their hands and wiping their noses. As a result, they prepare for next stages in their lives, including going to school. Older children go on trips to explore the route to their schools. Some children have books with photos of their school and uniform. This creates an awareness and confidence to move into the next stages of their lives.

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Achievement Expected standard

Older children relish in their responsibilities, where they guide younger children to follow the rules and encourage them to follow routines. For example, during tidy-up time, older children direct younger children to areas that need tidying and remind them that play time is finished. As a result, children learn positive behaviours from each other and build respectful relationships.

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Behaviour, attitudes and establishing routines Expected standard

Children treat each other with respect and kindness in play and day-to-day tasks. Children ensure snack is equally shared when serving and ask if everyone has had enough. This shows children care for each other. Staff generally encourage manners throughout the day, such as using please and thank you at mealtimes. Staff praise children well in their play and for achievements. Children thrive from this, and it encourages them to continue with positive behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Leaders identify the importance of attendance and promote this through policies to parents. Leaders ensure that attendance is monitored effectively and in a timely manner. As a result, parents build an understanding of consistent routines, which positively benefits children and their development.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour is typically managed well by staff and children behave well. Phrases such as 'good sitting' and 'good listening' are often used by staff when reminding children of positive behaviours. Children repeat these phrases to show their understanding. There are slight inconsistencies in managing behaviour with younger children and dealing with typical age- related behaviours such as sharing. As a result, children have varied expectations when transitioning to the next room.

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Behaviour, attitudes and establishing routines Expected standard

Children engage well in routines such as tidy-up time. Children are typically given time warnings before tidy-up time, using sand timers. This supports children in their understanding of what is coming next. Babies and younger children are encouraged to put away toys, such as plush ducklings after a group song time, with role modelling from staff. Older children help staff tidy the areas they play in.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is prioritised by leaders and staff. Children are happy in their environment and explore freely among a range of activities prepared for them. All children, including those with special educational needs and/or disabilities and other barriers to their learning, build positive relationships with all staff, especially their key person. Children are well supported by knowledgeable staff, who identify children's likes, dislikes and progression in development.

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Children's welfare and wellbeing Expected standard

Older children focus on understanding emotions through activities and discussions. For example, during a play dough activity, staff encourage children to look into mirrors to create a range of emotions. They then use play dough and other materials, such as feathers, to make their own faces and emotions. Staff refer to a range of emotions and reference real- life pictures.

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Children's welfare and wellbeing Expected standard

Staff generally encourage children to understand the effect of physical activity on their bodies. Older children take part in small-group exercises before mealtimes, moving their bodies in different ways. Children also explore a large garden area daily. They explore freely, using bikes, a large climbing area and pre-prepared activities such as construction role play, water activities and building with large blocks.

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Children's welfare and wellbeing Expected standard

Hygiene practices are followed throughout the setting, including washing hands before and after mealtimes. Typically, children are encouraged to complete personal hygiene routines independently. However, this is not consistent with younger children. For example, younger children are not always encouraged to wipe their own faces after mealtimes. As a result, younger children who are transitioning to the next room are not fully prepared in self-care.

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Children's welfare and wellbeing Expected standard

Older children engage in healthy lifestyle activities focusing on dental hygiene. Staff read children books about visiting the dentist. They discuss their experiences among each other. Children engage in toothbrushing activities. As a result, children learn about the importance of keeping teeth clean.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the curriculum and what they want children to achieve. This is typically delivered and embedded by staff. The leader's focus is around communication, independence and physical and social development. Mathematics and literacy are integrated into all areas and activities through effective communication.

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Curriculum and teaching Expected standard

Children explore their love of books across all ages. Younger babies have a range of sensory books, where they can touch and feel different materials. Older children explore familiar stories such as Elmer, where they are encouraged to identify colours, similarities and differences. Leaders and staff create personal books, including pictures of trips and focus topics such as 'people who help us'. Staff translate the narrative into different languages when reading. As a result, children build an understanding of different languages and cultures.

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Curriculum and teaching Expected standard

Staff generally use open-ended questions in play and when completing day-to-day tasks, where they are encouraged to think further than what they already know. At times, staff do not give children sufficient time between questions to think and respond effectively. As a result, children do not always respond to all that has been asked.

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Curriculum and teaching Expected standard

Children explore their physical development. For example, older children are encouraged to use mark-making tools such as pencils and crayons to draw under the sea animals. Younger children are supported in climbing and crawling using soft play equipment. Babies are typically encouraged to crawl and begin to stand with support of the staff.

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Curriculum and teaching Expected standard

Babies build bonds with staff and create familiarity with their surroundings. Babies seek out staff to fulfil their needs, such as feeding or comfort. Younger children become familiar with peers, where they seek others to play, using their names. As a result, children under 2 years of age create trusting relationships with staff and peers.

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Curriculum and teaching Expected standard

Staff adapt activities to support children with special educational needs and/or disabilities and any other barriers to their learning. For example, children explore a water tray with frogs, tweezers and pots. They are encouraged to explore this through emptying and filling and exploring with senses. While staff show an understanding of the importance of differentiating between ages and stages, this is not consistently embedded in practice. Babies are not always offered activities that are appropriate for their stage of learning and development. As a result, at times, stimulation of the babies is not consistent with children of older ages within the same room.

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Inclusion Expected standard

Leaders have high expectations of children with special educational needs and/or disabilities (SEND) and/or other barriers to their learning. Leaders communicate well with outside professionals and work collaboratively. Leaders and staff adopt strategies and take advice from outside agencies effectively to support these children. For example, they use pictures to reference times of the day and boards that display pictures of what is happening now and what will happen next. These are generally implemented across the setting.

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Inclusion Expected standard

Gaps in learning and additional needs are identified quickly and efficiently. Support plans are created and implemented into practice to support children who are identified as SEND and/or other barriers to their learning. As a result, gaps in learning are reduced and children achieve well from their starting points. Support plans are reviewed and updated frequently, ensuring children are always working towards new but appropriate targets. Parents are updated regularly through targeted meetings to discuss ongoing development and new targets going forward. As a result, parents are involved in their children's progress and continue learning at home, creating continuity.

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Inclusion Expected standard

While the setting does not have children in receipt of additional funding, leaders show an understanding of how this would be used effectively. They identify the importance of ensuring resources are based on the child's specific needs and interests. They understand this funding could be used for staff training to support staff in understanding specific needs and abilities.

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Leadership and governance Expected standard

Leaders have a strong understanding of the setting's context and are generally self- reflective, identifying areas of improvement and strengths. This is regularly reviewed, including feedback from staff and parents. Leaders are focused on building consistency across the workplace to drive continuous improvement. Leaders intend to offer further training opportunities to support this.

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Leadership and governance Expected standard

Staff feel well supported by leaders in their professional development and wellbeing. Leaders ensure workload is manageable, meaning staff work to the best of their ability. Staff have regular supervisions to discuss their personal development and undertake mandatory and additional training opportunities, including special educational needs training. Leaders ensure that staff feel valued through celebrating their achievements.

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Leadership and governance Expected standard

Leaders know children and families well. Parents are effectively kept up to date with their child's development through frequent parent meetings and assessments. As a result, parents are aware of how to continue learning at home. Leaders offer parents workshops to support their understanding of children's development, delivered by staff. Parents all report that they are happy with the care and learning their children receive at the setting. Parents are often involved in events within the setting, including stay-and-play sessions and cultural celebrations.

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Leadership and governance Expected standard

Leaders engage well with outside agencies, particularly to support children with special educational needs and/or disabilities and barriers to their learning. A range of professionals visit the setting, providing sessions and advice for staff and children. This creates an effective multi-agency working environment.

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

Children achieve well through well thought-out activities and an enabling environment produced daily. Children engage in a range of child- and adult-led activities throughout the day, such as farm animal sensory trays for young children and collage making using a range of materials and tools for older children. Children gain confidence in their decision-making through encouragement to choose where to engage.

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Inspector:

Jamie-Lee Kiff Children are happy and build secure relationships with staff and other peers. They approach staff when in need of support and for comfort. For example, younger babies crawl to staff for a cuddle when feeling tired or sad. Older children approach staff to support them in putting on role-play clothes such as aprons and hats. Staff are knowledgeable of the children and generally responsive to children in a timely manner. This allows children to build trusting bonds.

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Inspector:

Older children build their social skills through engaging in group activities, such as role-play restaurants, where they discuss what they want to make among each other, such as making pizza and cookies. Younger children engage in small-group story and song times. They collaboratively join in and become settled in their surroundings, at times using staff as reassurance. As a result, younger children become confident with building relationships with other peers.

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Inspector:

Older children thrive from being given responsibilities, such as being a special helper. Children are chosen by staff, which typically enforces positive behaviours throughout the day. Children adopt tasks such as wiping tables and sweeping the floors after mealtimes. Children express pride when completing these tasks, developing their self-confidence skills.

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Next steps

Leaders should ensure that younger babies' stimulation is supported through adaptive activities consistently. Leaders should continue supporting staff to give children time to think and respond in learning. Leaders should ensure that all staff understand positive behaviour strategies and that these are age- and stage-appropriate for every child.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and parents 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: AL-FALAH SUNFLOWER DAY CARE LTD

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Address:

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

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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

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

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