Sunnyside Nursery

Inspection of Sunnyside Nursery 93a Marsh Road, LUTON LU3 2QG

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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

Children are happy, curious and motivated to learn. Babies settle quickly and form secure attachments with staff, showing confidence to explore and returning for comfort when needed. Staff use their own experience and cultural strengths to foster children's learning. They speak in a range of languages to support children settling in and promote an inclusive feel. This helps children to develop a strong sense of belonging.

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The provision is good

Leaders place communication and language at the heart of the curriculum. Children, including those who speak English as an additional language, gain confidence in conversation, storytelling and vocabulary. Staff encourage younger children to listen to each other during group times. Staff say the child's name, indicating that it is their turn. Children wait while their peers choose from the pictures and props to select the song they want to sing. Then enjoy joining in singing familiar words and moving to the actions. This helps to build on children's attention spans in a fun way.

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The provision is good

Staff use routines, such as handwashing and snack times, to promote children's confidence and self-care. Children show pride in their achievements and demonstrate positive behaviours and attitudes towards learning. Older children follow routines, demonstrating positive behaviour. Younger children proudly pour drinks and count fruit at snack time. Staff praise children for their efforts. This helps to develop a sense of independence.

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need to do better?

n Leaders and staff know children well. They identify barriers to learning, such as limited opportunities for outdoor play outside the nursery. Leaders use additional funding to enhance physical development. For example, children access targeted resources that strengthen balance and coordination. n Leaders invest in staff's development through coaching, mentoring and peer observations. This ensures that the curriculum is implemented well. Staff speak positively about the training they receive, which builds their confidence and strengthens their practice. This helps to create a reflective team, whose high expectations help children make good progress in their learning. n Staff help children to develop a love of reading. Children look forward to stories. Older children listen well as staff ask them questions that are thoughtfully linked to the story and their own lives. This helps them to remain engaged with

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need to do better?

storytelling. Children answer excitedly. n Children have opportunities to develop their small muscle skills. Younger children stretch their whole bodies as they make marks on easels with felt tips. Older children gain finger strength and control as they mould play dough. These

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need to do better?

18 September 2025 experiences build muscles that will help support early writing skills. n Staff understand how children develop and learn. They make accurate assessments of children and use this information to identify any emerging needs. Staff identify appropriate next steps in learning. They seek external guidance from professionals where required. This helps children to make good progress in their learning. n Staff help children to learn about mathematical concepts in a wide variety of ways. They encourage younger children to tidy up. This helps children to match and sort objects at an early age. Staff support children to count each other accurately when moving between the garden and playroom. This helps to develop their sense of number. n Staff generally work well together across the nursery. However, staff do not always implement the routines in the baby room effectively. At times, babies do not always experience the same high-quality care and learning opportunities

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need to do better?

seen elsewhere in the nursery. For instance, they can be waiting and not engaged in meaningful learning during transition times when staff are performing routine tasks. n Partnerships with parents are strong. Leaders frequently communicate with parents. This occurs through daily face-to-face discussions and digital communication. Parents value the warm relationships they have with staff and describe the nursery as a 'trusted part of their child's development'. However, staff do not always help parents to understand how to promote learning at home. This means that continuity of education between home and nursery is not always consistent.

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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 help staff review routine times for babies so they are consistently secure and promote even more meaningful learning n work even more closely with parents to promote continuity in children's learning between nursery and home.

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Setting details

Unique reference number EY428065 Local authority Luton Inspection number 10408277 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 42 Number of children on roll 57 Name of registered person Sunnyside Nursery Luton Ltd

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reference number

Telephone number 07855 554773 Date of previous inspection 29 January 2020

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Information about this early years setting

Sunnyside Nursery registered in 2011 and is privately owned. The nursery employs 13 members of childcare staff. Of these, 10 hold appropriate early years qualifications between level 2 and level 6. The nursery opens from Monday to Friday, term time only, from 8.30am to 3pm. The nursery provides funded early education for all eligible children.

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Inspection activities

n The manager, deputy 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 and took account of their views. n The manager spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 observed the interactions between staff and the children. n The inspector and the manager carried out a joint observation of a communication and language activity. 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

18 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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