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
Inspection report: 28 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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.
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.
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.
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.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
children and parents during the 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.

About this setting
Unique reference number (URN): 2808904
Address:
3 Bedford Road
London
E18 2AQ
Type: Childcare on non-domestic premises
Registration date: 21/10/2024
Registered person: AL-FALAH SUNFLOWER DAY CARE LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Redbridge
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
45
Our grades explained
Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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