Sunrise Day Nursery

Sunrise Day Nursery

Unique reference number (URN): EY313729 Address: Southampton City College, St. Mary Street, Southampton, Hampshire, SO14 1AR Type: Childcare on non-domestic premises Registered with Ofsted: 07/09/2005 Registers: EYR, CCR, VCR Registered person: Little Shipmates Group 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

Typically, children achieve well from their starting points and make secure progress across all areas of the curriculum. Gaps in learning and development generally close quickly, especially for those who face barriers to their learning. Children are well prepared for the next stage of their education.

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Achievement Expected standard

Babies show a keen eagerness to explore sensory materials and engage in meaningful back-and-forth interactions with adults. They demonstrate secure attachments, seeking comfort and affection when needed, which supports their emotional wellbeing. Babies' physical skills develop as they build strength and coordination to aid walking.

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Achievement Expected standard

Older children become confident communicators through thoughtful and meaningful interactions. For instance, children's communication and language grows rapidly because of staff's effective interaction skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide a warm, nurturing and positive atmosphere, where children develop a secure sense of belonging. They skilfully adapt the environment and the routine, to ensure all children's needs are fully supported. For example, lunchtime is now calmer and more enjoyable, due to recent well-targeted changes. Children benefit from the smaller group sizes, providing opportunities for language development and social skills.

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Behaviour, attitudes and establishing routines Expected standard

Children are caring and respectful to each other when waiting for a turn on the balancing beams. Leaders and staff place great focus on supporting children to learn how to understand and regulate their emotions. For example, staff have created a calm, cosy area filled with resources for children to use when feeling overwhelmed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff share that recent changes to the environment in the area for those over the age of 2 have demonstrated a positive impact on children's learning and development. Attendance is monitored and promoted by staff. They work with parents to help them understand the importance of children attending regularly to support their learning and development.

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Children's welfare and wellbeing Expected standard

The wellbeing and safety of all children, including those with special educational needs and/or disabilities, are fully supported in this setting by staff who know them well. For example, babies seek reassurance from their key person when they become tired or need support.

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Children's welfare and wellbeing Expected standard

Mealtimes provide valuable opportunities to promote children's independence and social skills. Children use good manners and staff encourage independence. For example, children delight in using the mirror to independently wipe their faces after lunch. Younger children thrive on finding their own cup and confidently feed themselves. All staff are aware of children's allergies and individual stages of weaning for babies. Older children enjoy daily access to outdoor learning, enhancing opportunities to support and extend their physical development. However, babies' access is limited due to current restrictions in the area for those under the age of 2, which impacts on their physical needs and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff follow the nursery's safer-sleep procedures. They ensure that sleeping environments are safe, clean and well maintained. Staff stay with the babies and younger children while they sleep.

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Children's welfare and wellbeing Expected standard

Staff build positive and valuable relationships with parents and carers. They have a thorough understanding of the needs of the community and take time to understand the needs of the families of the children that attend. They skilfully use this insight to respond to the varying needs and circumstances of individual children and families. Staff share information daily with parents so that they are informed and supported. Parents speak very positively about the support that they receive, especially for those children with special educational needs and/or barriers to learning.

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Curriculum and teaching Expected standard

Children typically make progress across all areas of learning and access varied activities that meet children's interests and next steps in learning. Overall, staff deliver this effectively, helping all children to build on what they know and can do. Staff adapt activities to ensure that all children, including those with special educational needs and/or disabilities, make progress in their learning.

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Curriculum and teaching Expected standard

Recent changes to the structure in the area for those over the age of 2 have created a calmer environment for all children. Smaller areas enable children to become curious and engaged in their learning. For example, children snuggle in the cosy area to read a book, or beam with delight as they act out an event on the stage.

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Curriculum and teaching Expected standard

Staff talk about, and use numbers, regularly throughout the day. This supports children to develop their understanding of mathematical concepts. For example, children are supported to count and recall numbers when retelling a favourite story.

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Curriculum and teaching Expected standard

Adults engage in back-and-forth interactions with babies while they explore the sensory activities. Staff support and promote the children's physical development well, providing opportunities to aid their walking. However, babies' access to fresh air and outdoor learning is limited, impacting on their physical needs and wellbeing. Staff support older children as they laugh with delight when exploring the bubbles and water, supporting hand development and coordination. Staff support children to develop a love of stories, books and rhymes, promoting early literacy. They ensure that books are freely available for babies and children to independently select.

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Inclusion Expected standard

Leaders and staff recognise and monitor the individual needs of all children, including those with special educational needs and/or disabilities. They make early assessments during the settling-in process, to identify need and support. Staff collaborate with external professionals to receive targeted training and advice. This helps them to adapt and provide tailored support for the children in their care. For example, they consult with local speech and language therapists and family support services.

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Inclusion Expected standard

Leaders and staff identify barriers to children's learning effectively. For example, visual aids, prompts and gestures are used in everyday practice. Staff provide group interventions to support children's attention and language skills. Recent changes to the environment and groups sizes will ensure that all children's needs are fully supported.

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Inclusion Expected standard

Funding is used thoughtfully and effectively, to ensure it enhances the care and learning for those whom it is intended. Adaptations have been made in the nursery to ensure that all children have access. For example, a handrail in the toilet and a ramp leading to the outside area have been installed.

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Inclusion Expected standard

Leaders and staff value children's individual cultures and backgrounds and seek to reflect these in the environment. For example, a map showing the children's home countries is displayed in the welcome area. Staff use this during the day to support children's sense of belonging and inclusion.

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Leadership and governance Expected standard

Leaders have a secure understanding of the setting's strengths and areas of further focus. They have already made positive strides in enhancing provision and identify where further improvements need to be made, to ensure consistency of practice. However, leaders need to embed the changes, to ensure continued and sustained improvement in the setting. Leaders and staff aim to prepare all children, including those with special educational needs and/or disabilities, to be ready for their next stage in education.

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Leadership and governance Expected standard

Leaders and staff work successfully in partnership with parents and other external agencies to ensure the best support and care for children. For example, they have regular contact with the local specialist team and speech and language therapists. Leaders encourage and promote healthy eating, providing parents with access to the food bank resource and recipe cards. Parents speak highly of the setting. They value the support they receive on a personal level, and for their children's learning. Leaders work to continually reduce barriers to children's learning and development. For example, parents speak of the help and continual support received during the referral process. Leaders and staff are aware of the local community, and they regularly signpost to further support or local family hubs.

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Leadership and governance Expected standard

Leaders have an effective recruitment and supervision process in place, accurately recognising areas for improvement and further training. For example, staff have completed safer-sleep and specialist training to support the needs of the children. Staff share that wellbeing is fully supported in this setting. Effective and open communication between leaders and staff is valued, improving staff morale and retention.

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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 arrive at nursery happy and eager to begin their day. They show excitement when greeted by their key person, who knows them well. Positive communication between parents and staff at the start of the day demonstrates an effective partnership. This helps children to feel safe and secure as they settle into the nursery. Children develop positive relationships with their peers, and are eager to join in activities or share a story. They demonstrate a strong sense of belonging in the nursery.

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About this setting

Unique reference number (URN): EY313729 Babies excitedly explore the sensory activities and resources, supported by their key person. Older children thrive on serving their lunch and engaging in conversations at mealtimes, which supports their self-esteem and confidence.

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About this setting

Leaders and staff have high expectations for all children. Children with special educational needs and/or disabilities are supported well to play and learn alongside their peers. Staff have a thorough understanding of their unique needs and meet these well, to ensure all children have access to the curriculum. Children typically make steady progress and achieve across all areas of the curriculum. They enjoy a varied, sequenced range of activities that reflect children's interests and next steps in learning. For example, physical development is evident, as children have fun outside exploring the concepts of pouring, scooping and chasing the bubbles.

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About this setting

Children are happy and have a real sense of belonging at this setting. Overall, they build the confidence and skills they need to succeed.

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Next steps

Leaders should embed the recent changes, offering a consistent approach to ensure continued and sustained improvement. Leaders should ensure that younger children have access to the outdoors on a regular basis to support their physical needs and wellbeing.

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About this inspection

The inspectors spoke with the nursery manager, senior leaders, practitioners, parents 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:

Southampton City College St. Mary Street Southampton Hampshire SO14 1AR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Shipmates Group Limited

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Address:

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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