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
Inspection report: 24 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
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.
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

Inspector:
Mikaela Stallard
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.
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.
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.
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.
About this inspection
The inspector spoke with leaders, staff, external professionals, children, parents and carers
during the 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
Address:
Sunshine Day Nursery
229 Branston Road
BURTON-ON-TRENT
Staffordshire
DE14 3BT
Type: Childcare on non-domestic premises
Registration date: 25/02/2009
Registered person: Yates, Bibi Shaffora
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30,Friday : 08:00 -
16:00
Local authority: Staffordshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
53
Our grades explained
Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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