Sunnyside Day Care

Inspection of Sunnyside Day Care 13 Broad Road, Birmingham B27 7UZ

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Overall effectiveness Inadequate

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

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The provision is inadequate

Leaders are aware of some of the weaknesses in the provision and have begun to reflect on what needs to improve. However, their capacity to drive and sustain improvement is weak. Systems for monitoring teaching, supporting staff development and overseeing key responsibilities are poorly embedded. As a result, the quality of education across the setting is inconsistent and lacks clear direction. This leads to significant gaps in children's learning, as they do not receive the consistently good-quality teaching and support they need to make progress and experience emotional safety.

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The provision is inadequate

Leaders have identified communication and language as a key priority in the curriculum, which reflects the needs of the children. However, despite leaders planning a broad curriculum that covers all areas of learning, in practice it is poorly implemented. Staff often plan activities that lack clear learning intentions and do not build on what children already know or can do. As a result, the curriculum has limited impact on children's progress.

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The provision is inadequate

Children form warm bonds with familiar adults and settle well into the nursery. Staff are caring and affectionate. However, staff have inconsistent expectations for behaviour, and strategies to manage children's emotional responses are weak. This results in frequent disruption and unsettled periods, particularly during group activities and transitions. These weaknesses reduce children's ability to concentrate, take part, feel emotionally safe and develop positive attitudes towards learning.

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need to do better?

n Leader's self-evaluation lacks structure and rigour. Although they have identified that staff need more support and that practice is not yet good, there is no clear plan or effective action in place to address this. There is little evidence of the provider's active involvement in evaluating or improving the quality of the setting. As a result, weaknesses in teaching, curriculum delivery and staff confidence remain unaddressed. This significantly affects the quality of children's learning experiences and their overall well-being. n Leaders' systems to monitor staff practice and provide professional development are weak. Supervisions take place, but they are infrequent and lack a clear focus on improving the quality of teaching. Leaders do not routinely observe staff or give them purposeful feedback to help raise standards. As a result, staff are unclear about their strengths and areas for development, and poor practice goes

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need to do better?

unchallenged. This has a significant impact on the quality of education children receive. n The key-person system is poorly embedded. Many parents do not know who

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need to do better?

25 June 2025 their child's key person is and, therefore, do not have the opportunity to establish effective relationships with them. Parents are not informed about the plans for their child's learning. This weakens partnerships with families and reduces continuity of care and learning for children. n Staff do not have the skills or strategies to manage more challenging behaviour effectively. Although they are caring and build warm relationships with children, they respond inconsistently to behaviours that require additional support. For example, staff frequently carry children who resist routines or become distressed, rather than helping them develop self-regulation skills. This leads to repeated disruption, particularly during group times and transitions, and reduces the learning and emotional security of both those children and others around them. n While staff carry out some assessments, they do not use this information to plan

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need to do better?

meaningful next steps or adapt their teaching. As a result, many activities lack clear purpose or appropriate challenge. Staff do not consistently respond to what children know and can do, which significantly hinders children's progress and limits the impact of teaching. n Staff do not demonstrate a secure understanding of how to support and extend children's learning. Teaching is often overly adult directed and lacks clear learning intent. For example, during a craft activity linked to ladybirds, staff provide pre-cut shapes and tell children where to place them, leaving little room for creativity or independent thinking. Similarly, planned activities outdoors lack purpose, with staff supervising rather than engaging in meaningful interactions. As a result, children are not challenged, and they do not develop the knowledge and skills they need to make progress. n Leaders have systems in place to identify and support children with special

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need to do better?

educational needs and/or disabilities (SEND). In these circumstances, they work proactively with outside agencies and families. Staff use some targeted strategies, such as visual prompts and individual routines, to help children access all areas of the provision. For example, children with communication needs are supported with simple language choices and structured sessions. While these systems reflect some positive intent, the quality and consistency of teaching across the setting remain too weak to secure sustained progress for all children. n Staff promote children's health through daily routines and care practices. Children are encouraged to drink water regularly, wash their hands and sit while eating. Leaders have recently introduced oral health guidance, and staff talk to children about brushing their teeth and making healthy food choices.

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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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Due date

improve leadership to provide clear direction, raise expectations and secure sustained improvements in the quality of education and care 25/08/2025

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Due date

implement a robust programme of supervision and support to help staff improve their teaching skills to a good level 25/08/2025

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Due date

ensure parents know who their child's key person is and provide them with regular updates about their child's progress and development 25/08/2025

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Due date

improve staff knowledge and skills in managing behaviour, with a focus on supporting children's emotional regulation and promoting consistent, positive approaches 25/08/2025

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Due date

ensure staff use assessment effectively to inform planning and ensure all activities are matched to children's individual learning needs 25/08/2025

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Due date

support staff to improve their knowledge of how to plan and deliver learning through child-led, purposeful interactions that help children to make the progress they are capable of. 25/08/2025

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Setting details

Unique reference number 2710961 Local authority Birmingham Inspection number 10388786 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 43 Name of registered person Knowles, Dave

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reference number

Telephone number 01217080888 Date of previous inspection Not applicable

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Information about this early years setting

Sunnyside Day Care registered in 2023 and is located in Birmingham. The nursery employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 and above. The nursery operates all year around, Monday to Friday from 7.30am to 6pm, except for a week at Christmas and bank holidays. The nursery provides funded early education places.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. 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 carried out joint observations of group activities with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the nursery.

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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

25 June 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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