Sunny Days Nursery

Sunny Days Nursery Play Dome Ltd, Unit 1, Gloucester Crescent, Honiton EX14 1DB

p.1

Inspection date 2 July 2019 Previous inspection date 4 February 2016

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n The leadership team evaluates the provision accurately and makes positive improvements continuously. It involves parents, staff and children in the process. For example, children helped to decide what books to buy, which supports their literacy skills well. n Staff provide plenty of interesting activities that children are eager to explore. Children are enthusiastic and motivated to learn. They behave well and make good progress in their development given their individual starting points. n The leadership team has thorough systems to monitor children's development, identify gaps quickly and ensure children receive any additional support they may need. Staff address any identified gaps in children's learning rapidly through, for example, early intervention and working in partnership with external agencies and parents. n Staff develop strong partnerships with parents. They provide parents with detailed

p.1

This provision is good

information about their child's learning through, for example, an online learning journey, home books and parent meetings. Staff support parents effectively to continue their child's learning at home. For instance, children borrow 'home bags' which include activities to share with their parents. n Staff are attentive and caring, which helps children to settle quickly and feel emotionally secure. Staff welcome, respect and value all children and families. n On occasion, staff overlook opportunities to provide the highest level of challenge during activities in order to build as much as possible on what children can already do. n Staff do not consistently maintain close links with all other settings attended by children in order to exchange information and further support children's progress.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n provide the highest levels of challenge to help all children make even more rapid progress n strengthen partnership work with other settings to secure high-quality exchanges of information that support the best outcomes for children.

p.2

What the setting needs to do to improve further

n The inspector observed children and staff engaged in activities, indoors and outdoors, and talked to them at appropriate times. n The inspector conducted a joint observation with the director. The inspector met with the leadership team at appropriate times throughout the inspection to discuss how it monitors and supports staff. n The inspector looked at a range of relevant documentation, including policies and children's records. n The inspector checked evidence of staff suitability and qualifications. n The inspector took account of the views of parents and carers spoken to on the day of the inspection.

p.2

Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. Leaders and staff understand fully the procedures to follow if they have a concern about a child's welfare. The premises are secure and staff are well deployed and supervise children well. The leadership team has thorough recruitment and induction systems in place to ensure all staff are suitable for their roles. Leaders support staff practice effectively with regular one-to-one meetings and offer many professional development opportunities. For example, following on from training, staff have increased their knowledge of how to support children's mathematical development further. Staff use peer observations to reflect on, and improve, their own practice. The leadership team monitors the progress of groups of children effectively and uses additional funding well to meet children's individual needs and improve outcomes for them.

p.3

Quality of teaching, learning and assessment is good

Staff use their accurate observations and assessments of children to identify, and plan for, the next steps in children's learning well. They provide balls for babies to throw and roll, which helps develop their hand–to-eye coordination. Toddlers thoroughly enjoy the sensory feel of water beads and develop their fine motor skills. For example, they scoop these up and pour them into cups. Older children concentrate well. They shine torches through coloured shapes and discover what happens when they combine two colours. Children have many opportunities to develop their physical skills. Babies cruise around the furniture, and older children have great fun in the large soft-play area, where they balance, spin, climb and slide.

p.3

Personal development, behaviour and welfare are good

The friendly staff team provides a welcoming, well-resourced and nurturing environment. Children develop strong social skills. They are confident and excited to share their activities and achievements with visitors. Staff help children learn about the importance of a healthy lifestyle successfully. For example, children know they need to wash their hands before eating to get rid of germs. Staff cook nutritious food on the premises and cater for children who have allergies or dietary requirements well. Children learn to do things for themselves. For instance, toddlers pour their own drinks, and older children put on their shoes. Staff help children to think about, and respect, people's differences. For example, they teach children about a wide range of festivals.

p.3

Outcomes for children are good

All children develop the necessary skills they need for their future learning, including their move on to school. This includes those children with special educational needs and/or disabilities, those who receive additional funding and those who learn English as an additional language. Children learn to count and recognise shapes. They listen with interest as staff read stories to them. Younger children develop their early writing skills effectively as they make marks on paper. Older children attempt to write their names and identify letter sounds.

p.3

Setting details

Unique reference number EY494582 Local authority Devon Inspection number 10076565 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 - 8 Total number of places 55 Number of children on roll 53 Name of registered person Playdome Limited

p.4

reference number

Date of previous inspection 4 February 2016 Telephone number 01404 548267

p.4

reference number

Sunny Days Nursery registered in 2015. It is situated in Honiton, Devon. The nursery opens Monday to Friday, from 7.45am to 6pm, for 51 weeks of the year. It receives funding to provide free early education for two-, three- and four-year-old children. There are 12 members of staff. Of these, one holds early years teacher status, one holds a qualification at level 6, two hold a qualification at level 5, six hold a qualification at level 3 and two are unqualified.

p.4

reference number

This inspection was carried out by Ofsted 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.

p.4

reference number

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5