Sunny Skies Day Nursery

Inclusion: Expected standard

Leaders and staff promote an inclusive environment where all children are welcomed and valued. Staff gather detailed information from parents when children first start. This helps them understand children's interests, routines and starting points. Staff use this information to support children in settling quickly and feeling secure. Leaders further strengthen inclusive practice by ensuring that staff access relevant training, such as autism awareness and positive behaviour support. This equips staff with the knowledge and confidence to identify additional needs and adapt their practice effectively.

Staff monitor children's development through ongoing observations and regular discussions with parents. When children need extra support, staff collaborate with parents and other professionals to develop effective strategies. Staff adapt activities so that children with special educational needs and/or disabilities or those who may face other barriers to their learning can participate alongside their peers. For example, they provide additional support during group activities and use sensory resources to help children remain engaged.

Leaders make effective use of early years pupil premium funding to provide targeted interventions, additional adult interaction and specialised resources. This helps eligible children develop their communication skills, regulate their emotions and remain actively involved in learning experiences.

These approaches help children develop confidence and remain involved in activities. All children are valued and are helped to make progress in their learning from their individual starting points. While children are well supported, opportunities to stretch and challenge them beyond expected outcomes are not yet consistently embedded.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that focuses on supporting children's communication, personal development and independence. Staff provide a range of activities that encourage children to explore and learn through play. For example, children take part in creative activities where they experiment with different materials. These experiences support children's imagination and help them develop their fine motor skills.

Staff interact positively with children during activities. They speak with children about what they are doing and encourage them to describe their play. This helps children develop language and communication skills. Learning opportunities are often embedded in daily routines. For example, during snack time, staff talk with children about healthy foods and encourage discussion about different fruits and drinks. These conversations help children develop early knowledge about healthy lifestyles while strengthening communication skills.

Overall, the curriculum supports children's development and helps them acquire the skills they need for the next stage of their education. However, staff do not consistently extend children's thinking further. At times, interactions focus mainly on supporting participation rather than deepening learning. For example, staff often miss opportunities to introduce new vocabulary or mathematical language during activities.

Achievement: Expected standard

Children make steady progress across all areas of the curriculum, achieving age- and stage-appropriate outcomes. They typically develop the skills and confidence they need for the next stage, while enjoying engaging learning experiences.

Children communicate effectively and confidently with adults and each other as they answer questions, follow instructions and express their thoughts clearly. They engage in daily singing, storytelling and circle time discussions. Children join in enthusiastically with the words and actions. They also recall characters and events from familiar stories as they apply this knowledge to other learning experiences, such as creative activities and imaginative play.

Children develop their independence, social skills, and the knowledge they need to be ready for the next stage of their learning. Babies develop their physical skills through activities, such as regular opportunities to develop core strength. For instance, they sit unsupported while stacking and balancing blocks. Older children continue to build coordination and confidence in movement as they use the outdoor area to run and ride the trikes and scooters. However, older children have limited opportunities to develop their growing independence.

Children with special educational needs and/or disabilities, emerging needs or barriers to learning benefit from timely support and clearly identified next steps. This helps them make steady progress alongside their peers.

Behaviour, attitudes and establishing routines: Expected standard

Children typically behave very well and demonstrate consistently positive attitudes towards their learning. Clear routines help them understand what happens during the day. They gather for group times, follow mealtime routines and help tidy away resources, which helps them feel secure and confident. Leaders promote regular attendance through strong parent partnerships, effective communication and ensuring that children benefit from consistent routines and access to a broad curriculum. Staff use consistent language to reinforce behaviour expectations, such as reminding children to use 'kind hands and feet' and helping them manage their actions appropriately.

Children enjoy playing with their friends, sharing toys, taking turns and cooperating during activities. Staff model respectful communication and encourage children to listen to one another. As a result, children develop positive social skills and show readiness to participate in group activities and learning experiences.

Through daily interactions and group discussions, children learn to respect others. They practise sharing, taking turns and listening, and they begin to understand that people may have different experiences and backgrounds, which supports their social and emotional development. However, during mealtimes, some children spend longer waiting, and older children have fewer opportunities to develop independence. For example, they are not always encouraged to practise the physical skills needed to manage tasks, which limits their chances to build self-care, decision-making and independence in their daily routines.

Children's welfare and wellbeing: Expected standard

Children's welfare is supported through warm and responsive relationships with staff. Staff respond sensitively when children need reassurance, helping them feel emotionally secure and confident as they explore their environment. They closely follow parents' wishes, including requests about bottle feeding and weaning. Staff respond promptly to children's needs, providing comfort and reassurance, or allowing the use of comfort items from home as required during their transition into the setting. Through daily interactions, group times and discussions about feelings, staff help children recognise and name emotions. Children begin to understand how their actions affect others, and they develop empathy as they learn to manage their feelings and behaviours.

Staff promote healthy lifestyles through daily routines. Children wash their hands before meals, enjoy nutritious snacks and are encouraged to drink water throughout the day. Milk is offered at mealtimes. Staff talk with children about healthy foods, helping them understand how to care for their bodies and make healthy choices. Children confidently discuss healthy and unhealthy foods and how to look after their teeth. Staff support children appropriately, although opportunities to extend learning or introduce new experiences are sometimes limited.

Staff ensure that children are appropriately supervised throughout the day, with risk assessments and safety checks in place to maintain a secure environment. Staff support children in learning how to keep themselves safe by reminding them about safe routines, such as using 'kind hands and feet', walking indoors and following hygiene practices. As a result, children begin to understand simple rules that help them.

Leadership and governance: Expected standard

Leaders have established effective systems to support the day-to-day running of the setting and ensure that children are safe, settled and supported. They promote an inclusive ethos and build positive relationships with families, helping children feel secure and confident.

Leaders monitor the quality of the provision and identify areas for improvement. They understand the strengths and areas for development in the setting, as well as the actions needed to enhance provision. Leaders are aware of the need to refine some routines to maintain focus on children and further support their independence.

Staff benefit from access to a range of information and training to support their professional development, alongside regular discussions with leaders. However, leaders recognise that there is more to do, as teaching is not yet consistently effective in extending children's thinking and deepening their learning.

Leaders work closely with parents, building partnerships through events such as Mother's Day activities, Easter bonnet parades, stay-and-play sessions and other initiatives, such as 'travel teddy'. They respond promptly to concerns, maintain consistent communication, respect parental wishes, and address complaints professionally and promptly.

Strategic actions, including developing the outdoor area plans to introduce a therapy dog, demonstrate leaders' commitment to improving learning environments and supporting children's emotional wellbeing. Safeguarding remains a priority, and leaders maintain a positive, inclusive culture that supports all families and children effectively.