Sunshine Day Nursery

Inspection of Sunshine Day Nursery Sundridge Children's Centre, Birmingham B43 7DS

p.1

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

p.1

The provision is inadequate

Children do not receive the support they need to prepare them for the next stage of their learning and school. They do not make the progress they are capable of, due to weaknesses in teaching. The monitoring of staff practices is ineffective and the key-person system is weak. Staff fail to work in successful partnerships with parents. Assessment of children's development is inaccurate and staff do not plan activities that meet children's individual learning needs. This means that children do not receive learning experiences that challenge them and help them to build on what they know and can do. Although older children generally enjoy activities planned for them, these are insufficiently challenging. Babies are less motivated and engaged in purposeful play and learning due to weak planning and poor staff interactions. Overall, children behave well and learn to regulate their feelings and understand what is expected from staff. Staff manage children's behaviour

p.2

The provision is inadequate

appropriately. Children benefit from opportunities to be physically active and run around energetically. They enjoy playing games with staff. However, their emotional security is not supported well due to weaknesses in the key-person system and poor partnerships with parents. This is because staff do not know children well enough, especially when they first start. Some babies are not comfortable enough to settle off to sleep.

p.2

need to do better?

n Although leaders have taken positive action to address actions set in a recent welfare requirement notice, self-evaluation is not effective in identifying and targeting all weaknesses. The manager monitors teaching and learning but has failed to recognise where staff practice and knowledge of how young children learn are poor, especially in the baby room. Staff receive some training. However, this does not impact positively on the quality of their teaching and interactions with children. n Parent partnerships are weak. Although each child has a key person, staff do not use effective strategies to involve all parents in their child's learning. Consequently, many parents do not know who their child's key person is or what staff are doing to plan for their child's learning. This means that staff fail to help parents to support children's continued learning at home. The arrangements for working with the parents of new children are not used well, and staff do not

p.2

need to do better?

gather the information they need to support children when they first start. This means staff do not support new children's emotional well-being fully. n Staff working with babies do not create a sufficiently nurturing environment. Some babies struggle to relax and settle to sleep. n The manager has a general overview of what staff are planning for children's learning, but does not oversee the quality of teaching and learning well. As a result, staff fail to challenge children or help them to gain the skills they need for

p.2

need to do better?

29 January 2020 the next stage in their learning in preparation for school. n Systems for monitoring children's progress are ineffective. Staff do not accurately identify children's achievements or what they need to learn next. Staff working with babies plan targets and activities that are not matched to their stage of development. Therefore, staff do not address babies' immediate learning needs. Staff working with older children plan activities that children enjoy. For example, children recreate familiar stories in role play. However, there is very little extension provided for children who are preparing to start school, and many of the activities they experience are the same as those for the two-year-old children. n Although older children are well occupied and, overall, engaged in their play activities, these frequently have low learning value. Children sit waiting for their turn to complete an activity on a tablet and staff do not distribute their

p.2

need to do better?

attentions evenly between children to raise their level of engagement. Babies quickly become restless when staff stop them from touching resources and expect them to wait. Singing sessions with babies last too long and staff repeatedly stop the activity to bring back babies who have wondered off because they have lost interest. n Staff provide children with some opportunities to gain independence. This includes managing their personal care routines. However, at lunchtime, staff complete everyday tasks that older children can easily do for themselves, and do not help prepare them for when they start school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders follow safe recruitment systems to ensure that staff working with children are suitable. They have made effective changes to their safeguarding policies and procedures to ensure these meet requirements to keep children safe. Leaders provide effective safeguarding training for staff. Staff and leaders understand the importance of informing other agencies about allegations and concerns about the conduct of colleagues. Staff understand potential indicators of abuse, neglect and signs of extreme views. They make effective risk assessments to ensure children can play safely and complete regular fire evacuations. Leaders provide each member of staff with training in paediatric first aid.

p.3

Due date

29 January 2020 implement effective arrangements for the monitoring, support and coaching for staff, to identify and act on weaknesses in practice and ensure that all staff have a secure understanding of how young children learn, especially babies, to improve the quality of teaching and learning 29/04/2020

p.3

Due date

implement an effective key-person system to ensure staff know children well, to support children's emotional security, liaise successfully with parents from the outset and engage them in their child's learning 29/04/2020

p.4

Due date

use effective systems to assess and monitor children's progress, to accurately identify what they need to learn next to help them to make progress and gain the skills needed in preparation for school 29/04/2020

p.4

Due date

plan learning experiences that challenge the individual learning needs of each child, build on their knowledge and skills, help them to make good progress and support high levels of curiosity and interest. 29/04/2020

p.4

should:

n review and improve sleeping arrangements for babies to help them to relax and settle to sleep.

p.4

Setting details

Unique reference number EY550513 Local authority Birmingham Inspection number 10133748 Type of provision Childcare on non-domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 to 11 Total number of places 39 Number of children on roll 78 Name of registered person YMCA Birmingham & Solihull Enterprises Ltd

p.5

reference number

Telephone number 0121 360 6628 Date of previous inspection Not applicable

p.5

Information about this early years setting

Sunshine Day Nursery registered in 2017. It opens 8am to 6pm, Monday to Friday, all year except for bank holidays and a week at Christmas. The nursery employs 10 members of staff. Of these, one is qualified at level 6 and eight at level 3. The nursery receives funding to provide free early years education to two-, three- and four-year-old children. The nursery provides before- and after-school care.

p.5

Inspection activities

n The inspector and manager completed a learning walk across all areas of the setting to understand how the early years provision and the curriculum is organised. n The inspector carried out joint observations with the manager. n The inspector held discussions with staff and parents, and interacted with children at appropriate times during the inspection. n The inspector looked at a sample of the setting's documents. This included evidence about staff suitability and training. n A meeting was held between the inspector, the provider and the manager.

p.5

Inspection activities

29 January 2020 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.

p.5

Inspection activities

29 January 2020 regulates and inspects to 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.6

Inspection activities

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.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7