Sunbeams Atherton

Sunbeams Atherton

Unique reference number (URN): EY456178 Address: Manor House, 23 Bolton Old Road, Atherton, MANCHESTER, M46 9DF Type: Childcare on non-domestic premises Registered with Ofsted: 04/01/2013 Registers: EYR, CCR, VCR Registered person: Sunbeams Atherton 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

All children make excellent progress from their starting points, including those with special educational needs and/or disabilities and those who face barriers to their learning. They benefit from a range of carefully planned activities that build on their interests and next steps, which enables them to progress in their learning. Children settle quickly on arrival and immediately engage in learning opportunities. They are curious in their learning and engage in learning that is tailored to their needs.

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Achievement Strong standard

Children are consistently encouraged to be independent. Children put on dressing-up clothes in the role-play area. They independently take off their shoes and put them on the shelf, showing that this is embedded practice. They select outfits and staff offer some help, but encourage children to try it for themselves, celebrating with them when they achieve it. Children learn about feelings and emotions and how to manage these effectively. They quickly learn the routines and boundaries of the setting, which helps them to know what is expected of them and helps with regulating their behaviour.

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Achievement Strong standard

Children are well prepared for the transition between rooms and on to school. Across all areas, they develop secure knowledge and skills, ensuring that they are ready for what they need to learn next.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff implement clear and consistent routines which help children to know what is expected of them. For example, children recognise cues from staff which show them when it is time to tidy up. Staff expertly interact with the children to explain what is happening and how to behave. They kindly explain behaviour expectations, so that children are aware of the next steps. Staff deal with behaviour well and explain that it is okay to feel angry or upset but set clear boundaries for children. Relationships are positive between children. They are respectful and curious about each other. They show understanding when their friends feel sad or angry and try to help them to feel better. Transitions are well managed, meaning that children are ready for the next part of the day.

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Behaviour, attitudes and establishing routines Strong standard

Parents and carers praise the support and feedback they receive through daily feedback and the online system. They feel included in their children's development and know how to extend learning at home. They are confident to talk about what their children are learning and the next steps in their learning. Parents use professional terms when describing their children's learning. For example, they talk about their children throwing and rolling toys, as demonstrating a 'trajectory' behaviour. This shows that parents are fully informed about their child's stage of development and where it fits into their future learning. Leaders work closely with parents to ensure that children attend regularly and arrive promptly for their sessions. They offer flexibility to ensure that children get the most from their learning and sessions suit the needs of children and families.

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Children's welfare and wellbeing Strong standard

Leaders create a nurturing environment for all children where they are encouraged to develop their independence and skills. The children are settled and confident with their key person. They know who to go to for comfort and reassurance. This means they build resilience and confidence. Interactions are effective and consistently support children's learning and development. Leaders and staff place a high emphasis on building children's personal, social and emotional development. The key person approach is well-embedded and helps children to form secure relationships. As such, children thrive in their emotional wellbeing and benefit from trusting relationships with their key person. Leaders and staff develop warm, positive relationships with the children. They work in partnership with parents and carers to ensure that babies' routines are established and mirror those from home. This promotes their health and wellbeing.

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Children's welfare and wellbeing Strong standard

Staff consistently promote healthy eating and hygiene routines. Children independently access water and pour themselves a drink at mealtimes and snack times. During role-play, they confidently dress and undress themselves, and help their friends with coats and shoes. This helps them to become increasingly independent and develop the confidence to manage their own needs. They learn about healthy choices through the variety of foods they are offered, and consistently talk about foods that are good for them. Staff gather important information about allergens and intolerances and use place mats and serving bowls that are colour coordinated using a 'traffic light system'. This ensures that staff can quickly identify children's needs and maintain a safe, inclusive snack routine.

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Children's welfare and wellbeing Strong standard

Safe-sleeping arrangements are fully embedded in practice. Leaders have appointed a safe- sleep champion who offers training and support to other staff members. This ensures that practice is fully implemented and embedded across the setting. This helps to ensure a consistent approach, keeping children safe while they sleep.

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Curriculum and teaching Strong standard

Leaders and staff implement an overarching curriculum which is ambitious with inclusivity at its heart. This is skilfully designed to give children the knowledge and skills they need to move on to the next stage of their learning. Staff plan for all children as individuals, particularly those who face barriers to their learning. Through the curriculum, leaders build knowledge of local community through strong connections. For example, local police visit the setting to talk about their role in helping the community. Children also benefit from other guest 'storytellers', such as a local guide-dog charity. This helps children to learn about features of their local area and gives them a sense of belonging. Children learn about culture and diversity and the world around them. Staff demonstrate a sound knowledge of child development. Planning accurately reflects children's next steps, with each child having

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Curriculum and teaching Strong standard

focused planning to help them to achieve their goals. Staff identify where there are gaps in children's development and swiftly amend their teaching to correct misunderstanding or offer a different approach.

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Curriculum and teaching Strong standard

Staff narrate children's play, skilfully introducing new vocabulary and modelling conversation. Staff share stories with enthusiasm, helping to capture children's interest and spark curiosity. Children listen attentively and join in with familiar phrases, showing that they are developing a clear love of books. There is a high emphasis on developing children's personal, social and emotional development, with feelings and emotions a focus of everyday activities. For example, staff lead a daily group time activity where children use stories, puppets and props to talk about their feelings. They use this time to talk about how to help their friends when they are feeling sad. Staff seamlessly implement mathematical language into children's play, encouraging them to count and talk about size, shape and weight while exploring dough.

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Inclusion Strong standard

Leaders and staff create an inclusive setting where all children are valued and supported, regardless of any barriers to their learning. Inclusion is a priority for all staff. They consistently implement support for children who speak English as a second language, including lots of visuals and sound buttons reflecting their home language. Staff know the children extremely well and adapt their practice consistently so that all children can participate fully and make progress. Staff make careful assessment of children's starting points. They carry out regular observations to help to identify children's next steps and any gaps in their learning. This enables staff to respond promptly to any concerns. Leaders and staff communicate effectively with parents and carers to ensure that children's next steps and needs are identified and supported. This means that they can carefully identify all children's needs and ensure they are understood and responded to promptly.

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Inclusion Strong standard

Leaders and staff are highly knowledgeable. They have a sound understanding of child development and use this to help children to achieve and make the best progress possible. Staff celebrate all achievements, no matter how small. Staff extend their knowledge through courses and training. They share their learning with the wider team to improve staff knowledge of different ways of learning. Staff share their expertise and practise some of the techniques they have developed and learned through training to help improve outcomes for children.

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Inclusion Strong standard

Additional funding is used effectively to support children. Staff and parents confidently explain how this money is spent to support individual needs. Staff understand what the funding is for and how this can be used effectively to support individual children's needs. For example, they provide additional sessions for children who attend term time only to offer a continuation to their learning. This gives staff autonomy in helping their key children to achieve.

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Leadership and governance Strong standard

There have been some changes to the leadership team since the last inspection. They have worked closely with staff to implement more robust policies and procedures, particularly in relation to supporting children with additional needs, and the reporting and recording of accidents. Leaders have identified previous breaches and swiftly taken action to put things right.

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Leadership and governance Strong standard

Leaders follow robust safer-recruitment procedures, including support, training, and coaching for all new staff through their induction period. They carry out regular supervisions with staff, where they discuss any issues, safeguarding concerns and identify areas for improvement. Leaders place a high emphasis on staff wellbeing, with staff offered in-house yoga and meditation sessions. This, along with a flexible approach to work and a healthy work-life balance, helps to promote a strong sense of positivity. Staff are passionate about training and talk about the training they have accessed and the benefit of it. Leaders provide unlimited support to staff to help extend and promote their professional development. They offer opportunities for staff to access further training to enhance their roles and ensure their knowledge is up to date.

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Leadership and governance Strong standard

Leaders create a culture of openness and promote strong partnerships with parents and carers. They ensure that information is shared both ways, to provide the best opportunities for children. They spend time getting to know families as well as children. This enables them to provide tailored support to individual families to help meet their needs. Parents are highly complementary about the setting and consistently talk about what their children enjoy, what they have learned, and the progress they have made.

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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 flourish in this setting, where their wellbeing and inclusion are at the heart of the curriculum. They benefit from a carefully designed, highly ambitious curriculum that helps all children to make progress towards their future learning. Everybody has a sense of belonging and knows their place in the community. Interactions are sensitive and effective. Children benefit from sound relationships with their key person, who know them well and talk confidently about their next steps, interests and development. Staff demonstrate a robust understanding of child development and activities they can offer to help encourage and support their next steps. For example, in the baby room, children benefit from opportunities to develop hand–eye coordination and follow their interest in throwing and rolling. In the toddler room, children enjoy sharing stories with their key person. They sit comfortably, enjoying some quiet cuddles while joining in with their favourite phrases from the book. In

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

pre-school, children explore sand and water play, where they talk confidently about their home experiences of visiting the beach.

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

Children learn to be respectful and kind and treat each other with politeness and courtesy. They learn about the local community and the wider world to help them develop an understanding of others. For example, children learn about celebrations and festivals, and other languages and cultures from their friends. Children celebrate their similarities and differences, taking interest in learning about other people. Children develop independent skills through their play and through routines, including transitions, such as lunchtime and tidying up. There are extremely high expectations for children's behaviour and, as a result, children quickly learn the routine and boundaries of the setting.

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Address:

Manor House 23 Bolton Old Road, Atherton MANCHESTER M46 9DF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sunbeams Atherton Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Next steps

Leaders should continue with the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievements and future learning.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator 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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About this inspection

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. Local authority: Wigan

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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. 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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