Sunny Days Preschool Nursery Ltd

Inspection of Sunny Days Preschool Nursery Ltd 109a Derby Road, RIPLEY, Derbyshire DE5 3HT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Leaders and managers have designed an ambitious curriculum for all children, where staff focus on the children's needs and interests. The setting is inclusive and the support for children with special educational needs and/or disabilities (SEND) is strong and consistent across the setting. Staff teach children mathematical concepts well through activities and routines. For example, children are weighing objects and staff introduce the concept of comparing and estimating which is the heaviest. A child compares the two objects and says, 'This is the heaviest.' Staff skilfully introduce and explain the meaning of new words to support children's language development.

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The provision is good

The curriculum for children's personal, social and emotional development is strong. Staff encourage independence and prompt children to solve problems themselves. They encourage enthusiasm and resilience for learning and children demonstrate a 'can-do' attitude. Children take responsibility for their nursery such as tidying up and looking after the toys. Children develop a positive bond with staff. They seek staff out for comfort when they are upset, meeting their emotional needs. Children feel safe, shown through their confidence to seek help and speak to new people. Children understand the expectations of staff, such as using 'kind hands'.

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need to do better?

n Leaders and managers are clear on what they would like children to learn, do and understand. They sequence and revisit knowledge, skills and understanding well through their curriculum. Leaders and managers are reflective and evaluate regularly. n Staff support and encourage children's personal development effectively. For example, children in the three-year-old room serve themselves at snack time. The mental health of children and staff is a high priority for leaders and managers. Staff feel valued and work really well together as a team. n Leaders and managers implement high expectations for behaviour. Children understand the setting's rules and staff help children regulate their own emotions. For example, staff offer calm and gentle support when children need help with a routine. Staff promote a positive attitude to learning through their interactions with the children. Children have good concentration and engage well

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need to do better?

with the activities. n Leaders and managers focus on developing children's communication and language. They support children's vocabulary development through conversations during play, as well as stories and songs. Children use the taught vocabulary within their play. For example, a child describes their learning, 'We are learning about roots, like from plants and dandelions.' However, on occasion staff do not extend children's learning. For example, staff do not always give

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need to do better?

9 May 2025 children time to respond to their comments. n Staff support children as they prepare for their next stage in education. For example, they coordinate teacher visits before children start at the school. They work closely with local schools, where they pass on information to support children to continue making good progress. n Leaders and managers work effectively with a range of other agencies to support children, especially those with SEND. The special educational needs coordinators liaise regularly with parents and outside professionals to provide for each child's needs. They are knowledgeable and passionate about their role. They consistently share information, assess children's development and adapt teaching to support good progress for all. n Leaders and managers support new staff members through a thorough induction process. As a result, even staff who are very new to the setting are knowledgeable about policies, procedures and children's needs and clearly

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need to do better?

understand their roles and responsibilities. Leaders carry out regular observations of staff practice to identify where they need to improve. Staff receive targeted professional development, such as potty training and support for children with SEND. n Staff have made good relationships with parents and work together to support all children. Parents are very positive about the setting. For example, they comment 'Sunny days is like a family nursery'. Staff communicate and share useful information in many different ways to parents, for example during daily pick up times. However, there are inconsistencies in the sharing of information about children's learning so that parents can consistently support this at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n provide more targeted professional development support for staff so that they consistently extend children's learning n improve the sharing of information with parents and carers to ensure they can support children's learning at home.

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Setting details

Unique reference number EY478092 Local authority Derbyshire Inspection number 10399348 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 34 Number of children on roll 53 Name of registered person Sunny Days Preschool Nursery Ltd

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reference number

Telephone number 0781 4435899 Date of previous inspection 28 November 2019

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Information about this early years setting

Sunny Days Preschool Nursery Ltd registered in 2014 and is located in Ripley, Derbyshire. The pre-school opens from 7.30am until 4.30pm, Monday to Friday, term time only. The pre-school employs seven members of staff. Of these, two staff hold a foundation degree in early years and four staff hold appropriate early years qualifications at level 3. The pre-school is in receipt of funding for early education for two-, three- and four-year old children.

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Inspection activities

n The nominated individual, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection. n The inspector spoke with the nominated individual and manager about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and manager carried out a joint observation of a communication and language activity. n The inspector spoke to parents and carers during the inspection and took account of their views. n The inspector looked at relevant documentation.

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Inspection activities

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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Inspection activities

9 May 2025 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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