Sunflower Preschool

Sunflower Preschool

Unique reference number (URN): 2808863 Address: St Albans Church, Albert Road, Ilford, IG1 1HS Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2024 Registers: EYR Registered person: Al-Falah The Sunflower Nursery 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 Strong standard

Children are confident learners and thoroughly enjoy their play and learning. During water- play investigations, children determine how different tools affect the speed and flow of water and use mathematical terms, such as 'full' and 'empty', to describe weight.

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Achievement Strong standard

Children build confidence and develop friendships, positive social skills and a clear understanding of expectations. For example, children happily work together to make pretend coffee with their friends in the role-play area. They use a wide range of vocabulary during conversations with staff and one another.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities, make secure progress from their individual starting points. Prompt interventions support children's achievement. Children listen attentively, follow instructions, cooperate with others and show increasing independence. These positive outcomes mean that children are very well prepared for the next stage of their education.

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Curriculum and teaching Strong standard

The highly inclusive curriculum, designed by leaders, is ambitious, creative and ignites children's interests and curiosity. Staff use everyday routines and modelling to enhance learning, with a clear focus on communication, language and school readiness. Staff use repetition well. For example, circle times revisit familiar stories to help children recall previously learned vocabulary. Children enjoy physical play in the outdoor areas. For example, they dig using shovels and carefully pour water through various tunnels and tubes. Children are engaged, enjoy their learning and remember what they have been taught. Staff use planned next steps and ongoing observation to ensure that the curriculum is delivered to every child at a suitable pace and in line with their abilities and interests. Leaders and staff are highly in tune with children, where there are gaps in their learning. They work closely with families and other professionals to ensure they close gaps in children's

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Curriculum and teaching Strong standard

Children are excited to make choices in their play, choosing from a variety of carefully selected activities that support them to reach clear goals. Children develop curiosity as they learn mathematical skills. Staff help them to develop an understanding of number, through imaginative play. For example, staff help children to count out money in the pretend coffee- shop, they look closely at the numbers and size of the notes to find the correct amount. Staff introduce children to a wide variety of books, which are incorporated into daily activities to help bring the characters to life.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff typically promote a welcoming environment for all children. They are positive role models and children behave well. Staff ensure that children understand expectations and adapt their approach when needed. For example, they make adjustments to ensure children with special educational needs and/or disabilities and those with other barriers to their learning, can participate alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

Children follow the daily routines well. Staff respond sensitively to children's emotional needs and help them recognise, express and regulate their feelings. They acknowledge children's emotions, provide reassurance when needed and model kindness, respect and positive behaviour. Children show that they feel safe, secure and valued.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's behaviour. Children show increasing levels of respect towards their peers. For example, they ask their friends if they can have a turn making a drink in the pretend café. They take turns at being the shopkeeper and using the till. Staff recognise these moments and praise children for their positive behaviour. Leaders set clear expectations for children's attendance and punctuality from the start. Relationships with families help children to attend regularly and ensure that parents know procedures for reporting and managing absences.

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Children's welfare and wellbeing Expected standard

Children benefit from typically warm and nurturing relationships with staff. They feel secure and confident in the pre-school. Leaders and staff know children well and respond sensitively to their individual needs. They ensure that children's welfare and wellbeing are supported through regular routines and caring interactions. Leaders have established policies and procedures that support children's mental health and wellbeing. These are implemented across the pre-school. For example, staff help children to develop emotional and social skills. The setting is a welcoming space where children and families feel safe. Children have access to indoor and outdoor learning and different opportunities to play together, with staff or on their own.

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Children's welfare and wellbeing Expected standard

Leaders and staff generally promote healthy lifestyles through daily routines. Children enjoy healthy snacks and typically follow appropriate hygiene practices. Children learn about the benefits of eating fruit and vegetables during fruit-tasting sessions. However, staff do not consistently implement hygiene procedures throughout the day. For example, while most children wash their hands before handling food, those who join activities later sometimes do this without washing their hands. Children also share fruit during some activities, which goes unnoticed by staff.

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Inclusion Expected standard

Leaders typically create an inclusive culture where every child is known, valued and supported. They support staff to understand their responsibilities and to meet children's individual needs. Staff continuously observe children and carry out regular assessments, including progress checks, which help to pinpoint any delays in development. Leaders and staff generally work effectively with parents and carers, the local authority and other professionals, such as specialist teachers and speech and language therapists, to secure timely interventions. Leaders and staff who work with children with special educational needs and/or disabilities are enrolled on specialist training. This will help to support them in their role, to strengthen expertise within the setting.

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Inclusion Expected standard

Leaders use additional funding thoughtfully to reduce barriers to children's learning and participation. Children access all areas within the pre-school. Leaders have also provided a dedicated space to help children regulate their emotions and engage in specifically targeted play activities. Leaders and staff value children's home languages, celebrate different cultures and make thoughtful adaptations so that children and families feel welcomed and represented. They hold international lunches, for instance, where parents and staff prepare food from different cultures. This helps everyone feel valued and included.

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Leadership and governance Expected standard

Leaders are experienced and committed to offering high-quality care and education to all children and families. They typically ensure staff have access to a range of training, support and advice to develop their knowledge and skills. Leaders encourage staff to complete additional qualifications. They provide staff with regular supervision opportunities and prioritise their wellbeing and workload. Staff feel supported by leaders and enjoy their roles, keeping morale high and providing a positive environment for children.

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Leadership and governance Expected standard

On the whole, leaders have a clear understanding of the setting's strengths and areas for development. For example, they have significantly improved children's experiences in the outdoor areas. Leaders act in response to amendments in legislation, such as updating policies and supporting staff to implement changes. However, not all staff have a clear understanding of some changes to procedures. Leaders work closely with parents and carers and other professionals. They ensure that children with special educational needs and/or disabilities and those with barriers to learning and development are suitably supported. Leaders regularly review the use of additional funding to support children's individual needs. This helps to ensure it is used effectively to help children make positive progress.

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

Children feel safe and secure at the pre-school, they benefit from the warm and calm nature of this carefully planned environment. Children arrive happy, and separate from parents and carers with ease, swiftly making positive choices about their play. Leaders and staff welcome families warmly and make sure that communication is accessible. Parents are greeted personally each day and staff share clear updates through conversations. These approaches help families, including those who speak English as an additional language, to feel informed, included and part of the pre-school community. Leaders and staff support parents by holding regular workshops to support children's learning at home.

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

Children are confident learners and are curious about the world around them. For example, children are delighted when a butterfly enters the room, and are keen to examine and talk about butterflies. Children benefit from a broad curriculum that covers all areas of learning. Staff understand what children already know and can do and what they need to learn next. Staff plan activities and play opportunities based on children's interests. They successfully adapt the curriculum to reflect the differing ages and needs of children. As such, all children make highly effective progress from their starting points.

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

Leaders have appropriate procedures in place to follow up and monitor any absence. Staff work closely with parents to find out about and address children's individual learning and care needs. This includes children with special educational needs and/or disabilities, emerging needs and those known or previously known to children's social care.

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

Children behave very well. There are clear expectations, and children receive praise for their positive behaviours. Children get along well with each other and learn how to share equipment. They patiently wait for their turn with toys and resources and actively show their developing self control. These skills help to prepare children for future learning well.

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Next steps

Leaders should support staff to consistently implement hygiene procedures that promote all children's health and wellbeing to the highest possible levels. Leaders should target staff's professional development to enhance their understanding of safe-eating guidance.

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About this inspection

The inspector spoke with leaders, staff, children, 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

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Address:

St Albans Church Albert Road Ilford IG1 1HS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Al-Falah The Sunflower Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00

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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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2 to 4

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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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

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

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