Sunnyhill Day Nursery Limited

Sunnyhill Day Nursery Limited

Unique reference number (URN): 2751455 Address: Sure Start, Homelands House, Browning Street, DERBY, DE23 8DN Type: Childcare on non-domestic premises Registered with Ofsted: 25/08/2023 Registers: EYR Registered person: Sunnyhill Day Nursery Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Leaders prioritise the key foundations of children's development, including communication and language, physical development and building children's personal, social and emotional development. Babies form strong attachments, explore confidently and begin to imitate sounds and respond to repeated language. They strengthen their physical skills through crawling and pulling to stand. Toddlers listen carefully, follow instructions and sustain engagement during stories and sensory play. They use mathematical language, such as 'big, small' and number names in their play and match objects to story themes.

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Achievement Strong standard

Pre-school children recognise letters, identify their names and recall repeated story phrases. They re-enact familiar stories using props. For example, when acting out 'The Three Little Pigs' they remember the order of events and confidently introduce characters, such as the wolf. Children repeat familiar phrases, including 'I'll huff and I'll puff and I'll blow your house down' and 'Not by the hair of my chinny chin chin.' Children sustain high levels of concentration and move calmly between active play and group learning. They show pride in their achievements and speak confidently with adults and visitors.

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Achievement Strong standard

Across the setting, children develop independence. They wash hands, serve meals, manage toileting and follow routines confidently. Children with special educational needs and/or disabilities participate alongside their peers. They communicate using gestures, early sounds or emerging words and show the best progress from their starting points. Children gain the knowledge and skills they need and prepare well for the next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a warm, safe and welcoming environment where children thrive. Clear routines and well-organised spaces help children feel secure and confident. Staff provide daily opportunities for outdoor learning and purposeful play. They respond sensitively to children's changing needs and provide consistently nurturing care. Each child has a key person who builds strong relationships with them and their families. Babies and young children settle quickly and confidently seek reassurance from familiar adults when needed. These secure attachments help children feel safe, develop confidence and engage fully in their learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently teach children how to behave positively and develop strong social skills. They act as positive role models and demonstrate kindness, respect and calm communication in their interactions. Staff help children recognise and understand their feelings and explain how their behaviour may affect others. Clear routines and expectations help children understand what staff expect of them. For example, at mealtimes children wait patiently, pass bowls to their friends and use polite language. When disagreements occur, staff guide children to talk through the problem and find solutions together. As a result, children show empathy, cooperate well with others and increasingly regulate their own behaviour. They demonstrate growing independence and take responsibility for their actions. Children show positive attitudes to learning. They listen attentively during stories, sustain concentration during activities and take pride in their achievements. Staff recognise and

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Behaviour, attitudes and establishing routines Strong standard

praise children's efforts, which builds confidence and perseverance. Leaders monitor attendance carefully and work with families to remove barriers. As a result, children attend regularly and develop positive habits that prepare them well for school.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of their work. They implement robust safeguarding policies and review them regularly to ensure they remain effective. Secure entry systems and daily risk assessments maintain a safe environment. Leaders complete detailed individual risk assessments for children with special educational needs and/or disabilities and share these with all staff, so everyone understands how to support children safely and consistently.

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Children's welfare and wellbeing Strong standard

Staff follow clear and consistent hygiene routines. They meet babies' sleeping, feeding and personal care needs with care and sensitivity. Staff explain what they are doing before providing personal care and ask children's permission, ensuring they respect children's dignity. This respectful approach helps children feel secure, valued and well cared for.

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Children's welfare and wellbeing Strong standard

Children develop strong independence in managing their own needs. They wash their hands, use the toilet and serve their own meals with confidence. Staff actively promote healthy lifestyles through daily routines and learning experiences. For example, they talk with children about nutritious foods during mealtimes, encourage them to try new foods and explain how food helps their bodies grow strong. Staff provide daily opportunities for energetic outdoor play, where children run, climb, balance and practise large movements. Leaders work closely with parents to promote healthy routines at home and support children's wellbeing.

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Children's welfare and wellbeing Strong standard

The key-person system works highly effectively. Children form warm, secure attachments with familiar adults and confidently seek reassurance when needed. Staff provide structured and responsive settling-in arrangements that help children feel emotionally secure. Leaders promptly identify children who need additional support and work with parents and professionals to plan targeted help. As a result, children feel safe, develop confidence and show a strong sense of belonging within the setting.

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Curriculum and teaching Strong standard

Leaders design a broad and ambitious curriculum that reflects the setting's context. They serve a community with high levels of deprivation and many children who speak English as an additional language. Leaders sequence learning clearly from babies through to pre- school so knowledge and skills build progressively over time. Core books sit at the centre of the curriculum and provide clear progression across rooms. Leaders use a structured six- week cycle to review what children know and can do. They observe practice regularly and review children's progress to evaluate how effectively the curriculum is implemented. Leaders use this information to provide precise and accurate staff training, which strengthens teaching. The fully embedded curriculum covers all areas of learning within the early years foundation stage and helps children develop the knowledge, skills and behaviours needed for their next stage of learning.

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Curriculum and teaching Strong standard

Staff demonstrate secure knowledge of child development and consistently prioritise communication and language. They model vocabulary, repeat key phrases and give children time to respond. Trained staff deliver the 'Early Talk Boost' programme through small-group storytelling, games and structured activities. As a result, children confidently use new vocabulary in their play and conversations. Staff also fully embed mathematical language in everyday play. Children are confident to apply number and size vocabulary during independent play and when problem-solving with their friends.

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Curriculum and teaching Strong standard

Leaders prioritise physical development within the curriculum. Staff embed this through daily outdoor learning and well-established routines that develop children's strength, coordination, independence and self-regulation. As a result, children move confidently and manage physical challenges during play.

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Inclusion Strong standard

Leaders have high expectations for children with special educational needs and/or disabilities (SEND) and identify any developmental gaps and/or needs early. They know their children and families well, including those who are disadvantaged or speak English as an additional language. When children start, staff gather baseline assessments to ensure they clearly understand the children's starting points. They review the children's progress regularly. Support is put in place quickly and adjusted as it is required. This ensures that children's needs are addressed and helps all children make the best possible progress.

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Inclusion Strong standard

Leaders work closely with external professionals, including speech and language therapists, paediatricians and educational psychologists. They follow specialist advice carefully and adapt teaching and routines to meet individual needs. Children with SEND receive highly targeted support and leaders use additional funding effectively to reduce barriers and improve access to learning. For example, leaders arrange staffing so that children with SEND receive one-to-one support when needed. This helps children take part in activities, fully ensuring that they can access the full curriculum alongside their peers. Staff receive specialist training, including training to support children with specific medical or feeding needs. As a result, children feel included, valued and able to access the full curriculum.

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Inclusion Strong standard

Staff use highly effective communication strategies. They model language clearly and offer visual cues so children understand what they are asking of them. They support non-verbal children to make choices and help them to communicate preferences. For example, staff present 2 pictures or objects, such as snack options and toys. Children point and reach to photos to communicate their preferences. Bilingual staff help families who speak Urdu or Polish and use simple home language words to support children when they first start.

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Leadership and governance Strong standard

Leaders maintain a precise understanding of the quality of teaching and children's learning. They review practice regularly and act quickly to strengthen provision where needed. Through precise coaching, supervision and targeted training, leaders help staff refine their teaching. As a result, staff deliver the curriculum consistently and children benefit from high- quality learning experiences. Leaders are highly reflective and embed a six-week 'stop, pause and reflect' cycle to support continual improvement. This dedicated time allows staff to review children's learning, reflect on what works well and identify what children need next. Staff then adjust activities, resources and environments to provide meaningful enhancements to learning. This reflective approach helps ensure children receive well-planned and highly engaging learning opportunities.

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Leadership and governance Strong standard

Leaders have strong partnerships with parents and external professionals. They share clear information about children's progress and next steps and provide guidance to help families extend learning at home. Close links with the community and the presence of bilingual staff help families feel welcomed and involved in their children's learning. Leaders also deploy funding strategically to support children who need it most. They provide targeted one-to-one support and carefully plan provision for disadvantaged children and those with special educational needs and/or disabilities. As a result, these children access the full curriculum and receive the support they need to participate fully and make the best progress. Through clear direction, thoughtful use of resources and ongoing staff development, leaders maintain high standards of education and care across the provision.

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What it's like to be a child at this setting

Children flourish in this nurturing and inclusive nursery. They are happy and content, they separate confidently from their parents because staff establish strong, secure attachments. Babies seek comfort from familiar adults and toddlers proudly share their achievements. Pre-school children confidently invite staff to read and enjoy engaging in conversations with them. These warm, responsive relationships ensure children feel safe, valued and foster a sense of belonging. Staff care for children with warmth, dignity and respect. They respond promptly to children's needs and maintain consistently high standards of hygiene and safeguarding. The clear routines and vigilant supervision of children ensure children feel protected and secure. This enables them to focus fully on the planned learning.

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What it's like to be a child at this setting

A high proportion of children speak English as an additional language. Bilingual staff play a key role in supporting both children and families. They use home-language words during the settling-in period. They translate important information to ensure children fully understand what is expected during daily routines. At the same time, staff model clear English and introduce new vocabulary through purposeful interactions. Home languages are respected and celebrated. As a result, children develop confidence in communication and make strong progress in acquiring English.

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Address:

Sure Start, Homelands House Browning Street Staff deliver a rich, well-sequenced curriculum that prioritises communication and language, physical development, independence and self-regulation. Carefully chosen books sit at the heart of learning. Staff read core stories repeatedly and with enthusiasm. They use props to bring narratives to life and encourage children to join in with familiar refrains, which they do. They model expressive language, emphasise key vocabulary and revisit texts to strengthen comprehension. These deliberate strategies foster a genuine love of reading while supporting emerging speech and vocabulary development. Staff identify clear starting points and precise next steps for the children. Daily routines promote independence and prepare children well for school. Leaders deploy funding strategically so that children with special educational needs and/or disabilities receive focused support and make meaningful

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Address:

progress. Children thrive as confident, engaged learners with strong communication skills and positive attitudes to learning.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing

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About this inspection

The inspector spoke with the leaders, staff, the special educational needs coordinator, children and parents during the inspection.

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About this inspection

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. DERBY DE23 8DN Type: Childcare on non-domestic premises

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About this inspection

Registered person: Sunnyhill Day Nursery Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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