Sunshine Day Nursery 2003 LTD

Sunshine Day Nursery 2003 LTD

Unique reference number (URN): EY273928 Address: Clatterfield Gardens, Westcliff-on-Sea, Essex, SS0 0AX Type: Childcare on non-domestic premises Registered with Ofsted: 12/12/2003 Registers: EYR, CCR, VCR Registered person: Sunshine Day Nursery 2003 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 Expected standard

Children make progress as a result of the ambitious curriculum and teaching. Children use their growing vocabulary to express their ideas and ask questions. Youngest children babble and chatter as they explore the sand. Older children show an impressive use of language to describe their play and hold meaningful conversations with staff.

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Achievement Expected standard

Children are developing a range of physical skills. They climb and balance on logs and run with their friends during games of 'chase'. They manage small tools, such as paintbrushes, and youngest children make marks with crayons.

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Achievement Expected standard

Children show a growing awareness of how they feel and how to express their emotions. They develop a strong sense of self as a result of the secure attachments they form with staff. Children show curiosity and wonder about the natural world. They use their mathematical awareness to compare sizes of insects they find under logs and connect this back to what they already know about insects. These curiosities are generally extended by staff but they do not always consider how they can sustain children's enquiries to further extend their knowledge. Leaders are supporting staff to develop this area of their practice.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well. Staff act as consistently positive role models which helps children to develop a secure understanding of the rules. Staff praise children often which further reinforces the high expectations for behaviour. For example, they say, 'Well done for sharing with your friends'. As a result, children make positive choices.

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Behaviour, attitudes and establishing routines Expected standard

Children attend well. Leaders have a clear policy regarding attendance that is shared with parents and carers. Leaders act promptly but sensitively, regarding any concerns about children's attendance or punctuality.

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Behaviour, attitudes and establishing routines Expected standard

Children develop the most wonderful friendships. Outside, they work in small groups as they build a house with large wooden blocks and act out their favourite stories. Children hug their friends frequently and laugh together. Older children take care of younger children when they play together outside. They hold their hands as they try to climb and show patience as they wait their turn with the wheeled toys.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have ensured that there is a robust key-person approach. Children are cared for by staff who know them well and meet their care needs with warmth and sensitivity. These secure attachments mean that children feel safe and secure and able to confidently express their needs.

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Children's welfare and wellbeing Expected standard

Leaders follow the statutory requirements and understand their responsibilities. The youngest children benefit from sensitive sleep routines that consider their comfort. Children enjoy the social mealtimes where they enjoy a range of healthy and nutritious meals. Staff show the utmost vigilance as children eat, ensuring their safety. Children are beginning to understand about healthy lifestyles, such as which foods are healthy. They enjoy regular access to fresh air and physical exercise.

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Children's welfare and wellbeing Expected standard

Children typically manage personal hygiene independently. Staff support them while learning these skills through praise and role modelling. Staff know children and meet their needs well. Children show that they feel safe and secure. They have developed trusting relationships with staff who care for them. This supports children to develop friendships with peers. Children generally enjoy playing games together. They show their developing imaginations as they make up their own stories.

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Children's welfare and wellbeing Expected standard

Children enjoy risk and challenge. They balance on logs with confidence and learn how to navigate their way across safely. When they fall off, children are keen to start again, showing great resilience. Staff help children to develop and understanding of a range of emotions. They discuss these during small-group times and use stories and props, such as emotion stones. This helps children to connect how they feel with the right emotion and develop the ability to successfully regulate their behaviour.

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Curriculum and teaching Expected standard

Leaders have developed a flexible and ambitious curriculum that meets the growing curiosity of children. Staff plan activities that support children's interests and next steps in learning. For example, they provide tools for young children to scoop sand, which supports them to handle cutlery and feed themselves independently. Staff use their observations of children and assessments to decide what children need to learn next. Typically, available learning opportunities support children to make progress across all areas of learning.

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Curriculum and teaching Expected standard

Older children explore the garden intently. They roll logs and search for insects such as spiders and slugs. Staff encourage them to use magnifiers and explain how they make things look bigger. However, they do not consistently make best use of available resources to stretch and extend children's knowledge or make the most of opportunities to extend learning. For example using the insect fossils set out in the garden to broaden children's knowledge further.

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Curriculum and teaching Expected standard

Children develop and sustain meaningful friendships. Staff use clear examples to support children to regulate their feelings. For example, they help children to recognise when they feel tired or sad. As a result, children manage their own feelings as well as being aware of the feelings of others.

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Curriculum and teaching Expected standard

Staff embed physical development opportunities into their everyday teaching. Children enjoy painting on easels as they make large strokes on the paper. They join in with action rhymes with thorough enjoyment. Children stretch their arms and make smaller movements with their hands and fingers. They use their developing awareness of number to count the pretend currant buns and work out how many are left when singing.

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Inclusion Expected standard

Leaders have ensured that staff are able to identify when children may be at risk of falling behind in their learning. They use ongoing assessment and their secure knowledge of children to recognise when they may require additional support to make progress from their starting points.

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Inclusion Expected standard

Leaders and staff are aware of the community they serve. They understand any barriers children may face to their learning, including those who may be disadvantaged or have special educational needs and/or disabilities (SEND). Typically, staff remove these barriers to learning. However, sometimes, children who are not fully mobile do not receive support quickly enough to transition between activities. Also, staff do not consistently adapt teaching to make their learning easily accessible for example when youngest children are unable to reach activities, staff do not always recognise this quickly enough to enable full participation. This means that they do not always experience the full range of learning opportunities on offer to them.

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Inclusion Expected standard

Leaders have ensured that staff have appropriate training in supporting children with SEND. This equips them with the knowledge and skill to shape support for children through effective partnership working. Staff work with other settings and health and education specialists. They are clear about how they use additional funding to enhance experiences for children and close gaps in learning. Leaders have recently introduced a language screening programme to help with early identification of children's speech and language delays.

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Leadership and governance Expected standard

Leaders have made changes since the last inspection to improve the provision. They have used critical reflection to understand what changes needed to be made. This has been supported through the secure relationship the setting has with the local authority.

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Leadership and governance Expected standard

Leaders regularly evaluate the provision to recognise and drive any improvements needed. They recognise the importance of supervision sessions and have implemented a programme of training that is accessed by all staff. However, oversight is not yet consistent enough to ensure all areas of the provision are monitored regularly. For example, leaders have not spent as much time in younger rooms in order to support staff and precisely match professional development with improvement priorities.

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Leadership and governance Expected standard

Leaders want the best for children and take active steps to provide a safe and caring environment where children can make progress. Staff feel supported. Since the last inspection, leaders have developed the curriculum and teaching to offer more flexibility for children and support them to learn more in the moment. This has had a positive impact on the progress children make. Furthermore, leaders have developed routines and transitions to support children's needs. This means that there is minimal interruption to children's play and they become deeply engaged in learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are happy and settled at this fun and engaging nursery. They arrive with big smiles and great enthusiasm. Kind and caring staff welcome them in and settle them down for breakfast. Children generally explore their environments with curiosity and wonder. Youngest children explore the sand tray and enjoy balancing small wooden blocks on top one another. They knock them down and clap their hands with delight. Staff know children well. They plan activities that support children's interests and enquiries. For example,

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Inspector:

Clare Ford children have opportunities to explore insects and life cycles after they see a butterfly in the garden.

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Inspector:

Children are wonderfully independent. From a young age, they receive encouragement to manage their needs, including feeding themselves and putting on their shoes. Children with special educational needs and/or disabilities receive support with personal plans to make progress from their start points. This is supported by the effective partnership working that leaders have developed.

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Inspector:

Parents and carers are actively involved in their children's learning. Staff share regular updates about children's progress. They invite parents to share their children's home experiences to support continuity of learning between home and the nursery. Children show a sense of belonging. They show immense confidence as they make choices and lead their own play. For example, children ask staff to play 'What is the time Mr Wolf' after they finish building their house of bricks. Children flourish in the safe and stimulating outdoor space. They interact with their natural surroundings in a variety of way. Children benefit from fresh air and physical play opportunities. Younger children delight in making sounds as they beat wooden spoons on metal pans. They make marks with coloured chalks and use large paintbrushes to create broad strokes with water on the board.

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Next steps

Leaders should broaden their use of evaluation to ensure a detailed analysis of the settings strength's and identified priorities that cover all areas of the provision and drive continuous improvements in the curriculum and quality of teaching. Leaders should ensure the youngest children, who are not yet fully mobile, can access the full range of learning opportunities available to them, such as by supporting staff to organise environments more effectively.

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children 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.

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Address:

Clatterfield Gardens Westcliff-on-Sea Essex SS0 0AX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sunshine Day Nursery 2003 Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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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

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