Sunshine Day Nursery And Out Of School Club

Sunshine Day Nursery And Out Of School Club

Unique reference number (URN): EY561556 Address: Sunshine Childrens Centre, Burgh Le Marsh Library, High Street, Burgh Le Marsh, Skegness, Lincolnshire, PE24 5JS Type: Childcare on non-domestic premises Registered with Ofsted: 12/06/2018 Registers: EYR, CCR, VCR Registered person: Sunshine Children's Centre CIO

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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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff maintain consistently high expectations for children's positive behaviour and attitudes, throughout the nursery. Children's positive behaviour is recognised and reinforced through praise and simple prompts. Expectations are applied thoughtfully, with staff considering children's age, stage of development and individual needs when supporting behaviour and emotional regulation.

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Behaviour, attitudes and establishing routines Strong standard

Staff establish clear and consistent routines that help babies and children feel confident and assured. They work closely with parents and carers to reflect home routines, such as around sleeping and nappy changing. This helps babies and young children start their nursery life with confidence and security. Staff are consistently positive role models, especially regarding manners and respect. Leaders promote the importance of regular attendance and punctuality through clear procedures and ongoing communication with families. This ensures that all children benefit from well-established routines and engaging learning opportunities. Staff know children well and respond sensitively to their emotional needs. They successfully create a calm and respectful inclusive environment where all children understand what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

New children settle quickly as staff form effective attachments with them and recognise their emotional needs. Babies who become upset calm quickly when attentive staff offer reassurance and cuddles. Older children learn to collaborate and share, take turns and wait patiently. Clear and embedded routines and boundaries help children understand how to keep themselves safe. They learn through everyday experiences, such as wearing appropriate clothing for different weather, including sunhats and 'wellies'. They develop independence skills, including dressing themselves, fastening their coats and handwashing.

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Inclusion Strong standard

Leaders and staff are passionate about supporting children with special educational needs and/or disabilities (SEND). The ethos of 'everyone is welcome' is embedded in practice. The setting has a genuinely inclusive culture, where children with SEND and those who are disadvantaged are incredibly well supported. Leaders and staff know children very well and prioritise their inclusion in all aspects of the nursery. Staff assess and meet the individual needs of all children through highly effective partnerships with parents and carers. Children's emerging needs are identified quickly by staff, and parental views and aspirations for children are highly valued and included in all decision-making. Leaders have recently arranged a coffee morning for parents to meet informally with other professionals to ask questions and alleviate concerns.

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Inclusion Strong standard

Children's progress is very closely monitored by leaders and staff. They work together to develop appropriate and effective strategies to meet each child's unique needs. This helps to remove barriers to learning and enables all children to make progress and reach their potential. The newly added sensory room is a calming space, where children can self- regulate and engage in activities focused on feelings and emotions. Staff access training to further extend their knowledge and expertise in supporting children with gaps in their learning and development. Leaders ensure additional funding is focused on individual needs. For example, visual aids and sensory resources have been purchased to support children's language skills and emotional development.

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Achievement Expected standard

Overall, children make secure progress and develop important skills that support their growing independence, communication and positive relationships. Children confidently engage in conversations with adults and other children and learn to listen attentively to others. They enjoy exploring books independently and listening to stories, where older children talk about characters and recall key events. Children choose the nursery rhymes they would like to sing and actively engage in counting and action-song sessions.

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Achievement Expected standard

Younger children try hard to put on their own shoes and coats. Older children confidently count and can match objects to numbers. Children with special educational needs and/or disabilities use a range of strategies, such as visual timetables, objects of reference and sign language, to communicate. Children follow instructions, join in with activities and understand what will happen next in their day. Children are prepared for their next stage of learning, including for their move on to school.

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Children's welfare and wellbeing Expected standard

Leaders typically promote children's health and wellbeing effectively. They have recently strengthened processes for the administration of medication to support children's health, safety and wellbeing. Staff are positive role models and encourage healthy practices, such as around eating and staying active. Children enjoy nutritious meals and snacks and learn about oral hygiene through planned activities. They learn and play outside, finding out how to keep themselves safe on apparatus, for instance. They wear appropriate clothing so they can have fun and benefit from fresh air and daily exercise, regardless of the weather.

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Children's welfare and wellbeing Expected standard

Leaders and staff carefully consider how they can support children's emotional wellbeing as they move between rooms in the setting. They make well-considered adaptations to help reassure children when moving rooms. For example, children continue to join activities in their previous room to provide continuity of care and to further support their development. Decisions are made in consultation with families, so children remain settled and experience smooth transitions.

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Children's welfare and wellbeing Expected standard

Close partnerships with families ensure that children's individual needs are well understood from the outset. Leaders and staff gather relevant information about home circumstances, routines and any specific requirements, to provide tailored, inclusive support. They work collaboratively with families during key developmental stages, such as weaning and toilet training, promoting continuity and building children's independence.

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Curriculum and teaching Expected standard

Leaders regularly review their ambitious curriculum, in line with children's ages and stages of development. Leaders support staff through modelling and targeted training to build generally on the quality and consistency of teaching. This fosters an inclusive environment where every child feels valued, respected and empowered to actively engage, thrive and confidently progress. Leaders have ensured that staff have a clear understanding of the key skills children should develop across all areas of learning. However, these are not yet fully defined to ensure a shared and consistent approach.

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Curriculum and teaching Expected standard

Staff place clear emphasis on developing children's communication and language skills, and the youngest children show secure development in this area, through typically high-quality staff interactions. Carefully chosen songs and books help to create memorable experiences that support the development of key vocabulary and a love of reading. Older children listen attentively during story times, respond appropriately and express their ideas and preferences with increasing confidence. However, while children generally benefit from a broad curriculum, teaching to support their understanding of the wider world and the diverse cultures within it is not sufficiently developed.

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Curriculum and teaching Expected standard

Staff support children to develop their early mathematical skills through meaningful everyday interactions, which develop concentration and perseverance. Babies begin to recognise simple number patterns as they hear familiar phrases, such as 'ready, steady, go', and join in with counting during play. Older children build on this by confidently counting pegs on number lines, independently, comparing quantities and working together.

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Leadership and governance Expected standard

Leaders and staff are committed to providing high-quality care and education that make a positive difference to children's lives. They have high expectations that are demonstrated through clear routines and staff practice. Staff treat children with kindness and respect, helping them feel safe and secure. Staff provide regularly updates about children's progress and how families can support their ongoing development. For example, regular newsletters provide tips and advice on fun activities to do at home to support learning.

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Leadership and governance Expected standard

Leaders are supportive of staff and value their contributions. Staff wellbeing is a priority, with regular welfare checks and an approach that encourages honest communication. Staff are happy in their roles and attend supervision sessions and training to enhance and broaden their knowledge and skills. Training is typically well focused to benefit the children who attend the setting. The clear outline of key skills across the setting for children is not yet fully embedded to ensure a consistent approach. Refinement of the leadership structure alongside the experience and expertise already in place will enhance this aspect of the provision.

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Leadership and governance Expected standard

There is a culture of reflection and continuous learning among leaders and staff. Quizzes and topics of the month, for instance, encourage meaningful discussion, deepen understanding of risks and help to identify and address any gaps in knowledge. Leaders are passionate about ensuring children receive the best possible support. Children with special educational needs and/or disabilities, and those who are known to social care, receive extra support when needed, to ensure all children make secure progress.

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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 thrive in this calm and nurturing environment where they develop a clear sense of belonging. On arrival, children are warmly welcomed by staff, who support smooth transitions into the setting by using personalised approaches that help children feel valued and confident. Children enter happily and are eager to begin their play and learning. Each child forms secure attachments with all staff, particularly their key person, which helps them to settle quickly and feel safe. Children flourish through regular attendance and consistent routines. Children acquire the knowledge, skills and self-confidence needed for their future, through an engaging curriculum that is carefully adapted to reflect their individual interests and stages of development. Staff maintain high expectations for all children and provide purposeful learning opportunities that encourage curiosity, resilience and increasing independence, ensuring that everyone can succeed.

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

Children of all ages eagerly join in with shared stories, books and songs. They pay attention during group times and excitedly participate in sharing their news and views, while also listening to others. Children use simple sign language, such as for 'good morning', 'please' and 'thank you', to complement their speech. They use these signs when they greet one another during their welcome song. Staff understand children's interests and encourage them to find out more. For example, when children speak about caterpillars and cocoons, staff use open-ended questions to encourage children to think about the life cycles of different insects and animals. Children use books, toys and songs to explore these ideas, supported well by staff.

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

Children enjoy playing outdoors, where they build strength and coordination, building obstacle courses and navigating space. Indoors, they concentrate as they use small tools to dig, and move sand between different containers, sharing the equipment with each other. Through close partnerships with families, the setting provides a secure environment where every child gains the support they need to achieve well, regardless of their background or

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Address:

Sunshine Childrens Centre Burgh Le Marsh Library, High Street, Burgh Le Marsh Skegness Lincolnshire PE24 5JS individual needs. Transition arrangements for school are planned thoroughly and carried out effectively.

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Next steps

Leaders should build on existing practice by reinforcing a consistent approach to defining the key skills children should develop. Leaders should enhance the experiences offered to help children learn more about the diverse world we live in. Leaders should continue to embed the clear, shared systems and expectations, helping to ensure ongoing improvement and consistently high-quality experiences for all children.

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About this inspection

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

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this inspection

The inspection was carried out under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Sunshine Children's Centre CIO

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:45

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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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