Sunshine Day Nursery

Sunshine Day Nursery

Unique reference number (URN): EY391567 Address: Sunshine Day Nursery, 229 Branston Road, BURTON-ON-TRENT, Staffordshire, DE14 3BT Type: Childcare on non-domestic premises Registered with Ofsted: 25/02/2009 Registers: EYR, CCR, VCR Registered person: Yates, Bibi Shaffora

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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

Where teaching is most effective, children develop effective communication and language skills and build early mathematical understanding. For example, children count fruit, such as plums, and learn the days of the week. During group activities, they participate actively and make meaningful links to their own experiences, such as talking about the strawberries they have at home. They enjoy familiar stories and predict what might happen next. Children confidently share their knowledge, recognising that a cucumber belongs to the pickle family, for instance. They explore and discuss food, considering whether strawberries are sweet or sour, and begin to understand growth, as they talk about what plants need, such as soil, sun and water.

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Achievement Expected standard

Children with special educational needs and/or disabilities make secure progress from their starting points. They develop strength and coordination, alongside increasing confidence and independence. Children who previously needed one-to-one support to regulate their behaviour, now manage this more independently. They show improved emotional regulation and take part confidently in daily routines alongside their peers. Children make clear progress from their starting points towards the next stage of their education.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff maintain oversight of children's attendance. They follow up on any absences with parents and carers and record explanations of why children are not present, supporting consistent attendance. Routines help children to know what is expected of them. For example, staff support babies to wash their hands before lunch. Toddlers gather on the play bus after tidying up the garden. They sing a song about a bus before moving indoors. At the end of the session, children collect their shoes and independently put them on, demonstrating confidence in the routine.

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Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with children, including those with special educational needs and/or disabilities and those from disadvantaged backgrounds. When unfamiliar people are in the setting, staff identify which children need additional support and adapt their practice to ensure these children continue to feel safe. They use targeted strategies to reassure children, such as speaking to them in their home language and offering them comfort items. This promotes children's happiness and helps them to engage in the routine.

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Behaviour, attitudes and establishing routines Expected standard

Children engage happily with their peers and make progress in their self-regulation skills. For instance, children who previously needed support to manage their behaviour now engage securely in their learning. Children show enthusiasm to participate and listen to others, developing their social skills.

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Children's welfare and wellbeing Expected standard

Leaders and staff demonstrate a secure understanding of safeguarding, risk assessment and care procedures. For example, they take effective steps to minimise risks and promote children's safety during routines, such as nappy changing, mealtimes and sleep times. Leaders prioritise children's comfort and wellbeing by monitoring room temperatures, promoting hydration and providing calm indoor activities, for instance, during more extreme weather conditions. This helps to protect children.

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Children's welfare and wellbeing Expected standard

Staff encourage children to develop their independence skills, including those with special educational needs and/or disabilities. For example, children practise taking on and off their own shoes and their all-in-one suits, after they have finished water play. Babies are supported to feed themselves, promoting early self-help skills and confidence. Staff generally provide appropriate support to children where needed.

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Children's welfare and wellbeing Expected standard

Staff support children's personal needs. For example, they keep drink bottles topped up and offer children a drink when they cough. Children who attend half-day sessions benefit from a healthy meal as part of their morning or afternoon routine. This helps to ensure that they are well nourished. Staff promote healthy eating through books and activities, such as feeding the 'hungry caterpillar'. They ask questions to extend children's understanding of which foods would help the caterpillar to grow 'strong and healthy'. This helps children develop their knowledge of healthy lifestyles and learn to make positive choices.

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Curriculum and teaching Expected standard

Leaders have a clear curriculum focus that aims to provide children with plenty of time for independent, exploratory play. This gives children opportunities to practise and develop skills such as thinking and problem-solving. However, sometimes, staff do not make the most of opportunities to promote children's communication and language while they engage in independent play and learning. This includes during routine activities such as mealtimes. This reduces children's opportunities to hear, practise and develop their thinking and language skills.

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Curriculum and teaching Expected standard

Staff find out about children's starting points. They plan activities around children's interests and build on what children know and can do. This supports children's learning. As a result, activities generally promote high levels of engagement and participation.

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Curriculum and teaching Expected standard

Teaching in the pre-school room is well developed. For instance, during planned group activities, staff use effective questioning, repetition and descriptive language to extend children's learning. They introduce new vocabulary and support early mathematical understanding. In the toddler room, children make choices in their play. For example, they take turns selecting wooden spoons linked to songs they would like to sing. Staff respond to children's interests by repeating favourite songs, helping them to build a range of familiar songs and rhymes. Staff support children's physical development. For instance, they say 'ready, steady, go', as children tip and pour water and squeeze pipettes, strengthening small-muscle skills.

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Inclusion Expected standard

Leaders gather information from parents and carers about children, when they first start. This includes information about their needs, interests and prior learning. Staff assess children's ongoing development through observation and use this information to identify gaps, monitor progress and plan appropriate support. For example, leaders adjust staffing levels when children require additional support. This helps to ensure children's needs are met.

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Inclusion Expected standard

Staff generally work well with other professionals, parents and carers. They get to know children and provide effective support through targeted activities for those with special educational needs and/or disabilities (SEND). For example, they place objects on the floor to encourage children to squat and on tables to promote reaching. These activities help to build children's physical skills. However, sometimes, staff do not make the most of opportunities to promote children's communication skills during their interactions. This means that children, including those with SEND and those who speak English as an additional language, have fewer opportunities to hear, practise and develop their language skills.

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Inclusion Expected standard

External professionals recognise staff's contributions to supporting children with SEND. They highly praise those working directly with children, reporting that their support has led to improved outcomes.

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Leadership and governance Expected standard

Leaders recognise and respond to the diversity of the community, which includes families who speak various languages. They employ staff who speak children's home languages to support communication with parents and carers. Leaders provide parents with information, through an online application, about their children's day and the staff who work directly with them. However, they do not check whether parents have accessed or understood this information and, therefore, cannot be assured that it is reaching all families to effectively promote home learning.

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Leadership and governance Expected standard

Staff are happy and have positive relationships with leaders. They feel well supported, valuing the guidance they receive throughout the day. Leaders monitor practice through observations and supervision meetings. They generally identify individual professional learning needs and put plans in place to support staff's development. However, leaders do not fully identify opportunities where staff could better promote children's communication and language during their independent play and learning. This means that children, including those with special educational needs and/or disabilities and those who speak English as an additional language, have fewer opportunities to hear, practise and develop their language skills. Leaders share key updates with staff, such as safe-sleep guidance, and routinely ask for staff's feedback about what is working well and what could be improved.

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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 of all ages experience an engaging environment, where staff sit with them at their level. Children happily play alongside their peers, demonstrating a secure sense of belonging. For example, older children enthusiastically take part in group activities, sharing their ideas and listening to others. They develop early social skills as they learn to take turns.

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

All children, including those with special educational needs and/or disabilities, are supported to build on their skills. For instance, they develop physical confidence as they practise

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About this setting

walking with staff, who hold their hands to support them. This promotes mobility and independence, enabling them to explore the environment on offer. Children make progress from their starting points. For example, children who once needed one-to-one support to manage their behaviour, now engage happily with others, showing increasing ability to regulate their emotions.

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About this setting

Children maintain concentration for sustained periods. For example, when threading beads and exploring concepts such as tipping and pouring in the water, they develop control and coordination. Children, including babies, form secure relationships with staff. For example, babies enjoy kicking a ball back-and-forth with staff. They seek staff out when they feel unsure about unfamiliar people in the room. This shows that relationships are established and help children to feel safe.

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About this setting

Children from all backgrounds settle well. They benefit from key staff who get to know them and speak many of their home languages. This helps to ease the transition into the setting and supports children's communication skills, confidence and social interactions. Children attend regularly, closely monitored by staff to promote their safety and learning.

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Next steps

Leaders should strengthen systems for engaging parents and carers, ensuring key information, such as about children's learning and key-person details, is consistently shared, received and understood. Leaders should support staff to strengthen their communication with children so that interactions are of consistently high-quality and promote children's learning and development effectively.

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About this inspection

The inspector spoke with leaders, staff, external professionals, children, parents and carers 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. Unique reference number (URN): EY391567

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Address:

Sunshine Day Nursery 229 Branston Road BURTON-ON-TRENT Staffordshire DE14 3BT

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30,Friday : 08:00 - 16:00

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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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