Sunny Kids - St Andrews

Inspection of Sunny Kids - St Andrews St. Andrews Church, 233 Court Road, London SE9 4TQ

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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 Not applicable

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The provision is good

Staff welcome children into a calm, inviting environment. Children can move freely between the indoor and outdoor spaces, choosing from a wide range of activities. Staff know the families well and have good partnerships with parents. By understanding the individual needs of each child, staff help children settle quickly into the setting. Children form strong bonds with staff, which helps them feel secure and listened to. For example, children proudly show off their achievements, such as pictures they have drawn, to staff, who praise the children with smiles on their faces.

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The provision is good

The curriculum intention is clear and builds on children's preparation for school. For example, the setting prides itself on building children's independence skills. Children use the bathroom independently with little help from adults. Staff understand children's stages of development. For example, while playing with malleable materials, children are encouraged to use their own thoughts and initiatives. Children paint with malleable materials. Staff encourage them to think critically and explore the new texture they have created.

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The provision is good

Staff are highly engaged with children and their play throughout the day. Their quality interactions build on children's communication and language skills. Staff create a language-rich environment for children. For instance, in the water tray, children extend their learning of bubbles through trying to create their own with singing and exploration. This promotes children's positive attitude to learning as they have fun and learn with engaged staff.

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need to do better?

n Leaders have an ambitious curriculum that fosters a love of play, happiness and safety. They nurture children to think for themselves, assessing risk with guidance from calm staff. For example, staff positively encourage children to use their 'walking feet' indoors when coming in from outside and question children as to why effectively. This teaches children to think for themselves and assess the risk of running when their shoes may be slippery from the rain. Staff use their knowledge to plan effectively and engage children in their learning and development. n Children have access to a wide range of activities. Staff plan activities that reflect areas of learning and encourage children to progress in their development. However, staff do not not fully consider the organisation of the environment to effectively promote focused learning. For example, as children attempt to listen to a story, they become easily distracted and struggle to hear because the

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need to do better?

musical table is next to the quiet area. This creates a noisy and over-stimulating environment that makes it difficult for children to concentrate.

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need to do better?

4 September 2025 n Staff provide personally tailored support for children with special educational needs and/or disabilities (SEND) and those who may need encouragement in some areas of their learning. Staff work with the local authority and follow plans and schemes that actively promote children's communication and language skills. They seek advice from external professionals and set clear targets to support individual development needs. n Staff are good role models and support children's positive behaviour through praise. Children behave well and show respect for others. For instance, children are encouraged to invite others to play and share their thoughts and feelings. However, some staff are unfamiliar with the mealtime routine, which causes mealtimes to become disorganised. As a result, not all children understand what staff expect of them during this time. n Leaders understand staff, and in turn, they feel supported and heard. Leaders

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need to do better?

offer meetings, training and social times to build teamwork and strengthen their relationships. Leaders ensure that staff keep training relevant and up to date alongside the guidance. n Parents value the care and attention their children receive. They speak highly of the communication provided. Staff ensure that regular updates happen through online systems alongside verbal feedback. This helps to promote continued learning at home. n Children make good progress in their development. This and the achievements children have made are spoken highly of by parents and staff. Staff take pride in the experiences and opportunities they offer all children and families, such as trips to the local theatre and library, as well as the wealth of opportunities at the setting, such as their large outdoor garden space.

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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 review the organisation of the environment to further meet the needs of children, especially quieter areas n strengthen staff's understanding of mealtime routines and ensure that they help children understand what they expect of them.

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Setting details

Unique reference number 2725870 Local authority Greenwich Inspection number 10394594 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 35 Number of children on roll 17 Name of registered person Sunny Kids UK Ltd

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reference number

Telephone number 07794881381/07487 889206 Date of previous inspection Not applicable

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Information about this early years setting

Sunny Kids pre-school registered in 2022. It is located in St Andrews church hall in Eltham, in the London Borough of Greenwich. The pre-school operates five days a week, from Monday to Friday, term time only, from 9.30am to 4pm. The provider has one member of staff with an early years teacher qualification, and others with qualifications at levels 2 and 3.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to the children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff 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 is having on the children's learning. 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 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

4 September 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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