Sunnyside Day Care

Sunnyside Day Care
Unique reference number (URN): 2710961
Address: 13 Broad Road, Birmingham, B27 7UZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/01/2023
Registers: EYR
Registered person: Knowles, Dave
Inspection report: 8 July 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
All children typically make appropriate progress from their individual starting points across
all areas of learning. Children learn age-appropriate self-help and independence skills. For
example, younger children learn how to drink from open cups. Older children learn to put
their own shoes on and use knives to cut fruit. Through positive, warm and caring
interactions with staff, children are developing their confidence and curiosity to have a go
and try new experiences. Children focus their attention and concentration on stimulating
activities, alongside their peers. They develop healthy attitudes towards eating nutritious
food and looking after their oral health.
Children are building firm foundations and progressing to their next stage in learning.
However, due to the lack of consistent high-quality teaching, children are not as well
prepared for their next stage of learning as they could be.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff create a positive culture, where children are taught the importance of
showing kindness and respect to each other. Key-person arrangements provide support for
children's emotional development. Children experience warm, caring and trusting
relationships with staff. This helps children to settle well and become actively engaged in
their learning. There are generally high and realistic expectations for children to behave in
positive ways. However, this needs to be consistently embedded across all age groups.
Children receive lots of praise to help reinforce positive behaviours and encourage healthy
attitudes towards their learning. For example, staff express their delight when children learn
how to put their own shoes on and try new foods. Children are thrilled with their
achievements. This has a positive impact on children's confidence, self-esteem and
resilience.
Staff adjust their practice and tailor interventions, which are responsive to children's needs,
including children who may face barriers to their learning. Children understand the daily
routine and talk about what comes next, which provides them with the reassurance they
need at times. These routines are typically well organised. However, on some occasions,
such as lunchtime, older children have unnecessary waiting times and less opportunity to
develop their independence skills.
Leaders fully promote children's attendance through partnerships with parents and effective
systems for reporting absences.
Children's welfare and wellbeing Expected standard
Leaders generally prioritise children's individual care, health and wellbeing through
established policies and daily routines. Children access a safe, secure and welcoming play
environment, where they feel confident to explore. Children show they have developed
warm and trusting relationships with their key person and other familiar staff. This supports

children's emotional wellbeing, helping them feel secure and settled. Staff work closely with
parents and external professionals to ensure children's individual needs are met, including
children with special educational needs and/or disabilities and those who face barriers to
learning and wellbeing. Leaders ensure that staff receive specialised training when required.
Staff support children to develop an understanding of healthy lifestyles through discussions
about physical exercise, healthy eating and self-care routines. For example, children have
discussions about eating fruit and vegetables and how doing so will help them grow strong.
Mealtimes typically provide opportunities for children to develop self-help skills, such as
feeding themselves and pouring their own drinks. However, opportunities for older children
to develop their independence are more limited. Children are typically expected to follow
appropriate hygiene routines, such as washing their hands before all meals. Children
understand they need to wash their hands, but staff do not teach children effectively why this
is important to their health.
Curriculum and teaching Expected standard
Leaders have an improved understanding and oversight of the quality of the curriculum and
teaching across the setting. Leaders have supported staff to design and implement a
curriculum that teaches across all areas of learning and development. This builds on
children's current knowledge and skills. Staff use their observations, assessments and
knowledge of children to plan effectively for children's next steps in learning. There is a
focus on children's communication and language development. Staff use their interactions
and activities to promote children's use of vocabulary. For instance, younger children repeat
and copy words such as 'pop' and 'blow' when playing with bubbles. Older children develop
their language skills through their love of stories, action songs and activities that staff know
the children are interested in, such as imaginative dinosaur play.
Leaders ensure the curriculum is typically taught well by staff. There has been an increased
focus on teaching mathematics clearly to children. Staff have incorporated these concepts
appropriately through daily routines and play experiences, including counting how many red
chairs there are at lunchtime and encouraging children to recognise when their cup is empty
or half full. However, leaders do not ensure teaching is of consistently high quality, which
would help children to excel further with their learning and development.
Inclusion Expected standard
Leaders create an inclusive environment, where staff have high expectations for all children.
Children's needs are swiftly and accurately identified, in partnership with parents and
through regular assessments. Staff adapt their practice to ensure children's individual needs
are met. For example, they use visual prompts, simple language and repetition to help
children develop their communication and language skills and express their needs.
Individualised plans are developed with the support from external specialists. These identify
children's achievements and appropriate activities to support their next steps in learning.
Although staff and leaders review these plans, children would benefit from a more consistent
approach in updating these.

Leaders and staff use their knowledge of children's individual needs to help use additional
funding in positive ways. For example, funding has been used to develop a calming sensory
area, which supports children to regulate their emotions. Leaders work collaboratively with
local partners to ensure barriers to learning are reduced for children. Staff receive relevant
training to help them understand and respond to children's specific needs. This ensures all
children can fully participate in all learning experiences and daily routines.
Leadership and governance Expected standard
Leaders demonstrate a clear and suitable vision for the quality of care and education.
Following the last inspection, leaders have taken positive action to address their priorities for
improvement. For example, curriculum planning has been improved, so activities across the
day are purposeful and linked to children's next steps in learning. Leaders have future plans
to increase the quality of teaching so this is consistently high across the team. Leaders and
staff are passionate about providing safe and engaging learning environments where all
children achieve and flourish. There is a culture of continual improvement, where staff take
on board external advice to develop their practice for the benefit of the children.
Staff feel valued and well supported by leaders through effective systems such as regular
supervision and professional development opportunities. This means staff are well equipped
to meet the needs of all children, including children with special educational needs and/or
disabilities and those who may face other barriers to their learning. Staff receive specialised
training and work with external professionals so children's needs are met effectively and
safely.
Leaders actively engage with parents and other organisations to ensure children have full
access to their education entitlement. Staff share information with parents and offer ideas
about how to extend children's learning at home.
What it's like to be a child at this setting
Children are happy, settled and thriving in this very welcoming setting. They form secure
relationships with staff, who value their individual needs. This helps children feel safe,
included and excited to start their day. Staff pay close attention to children's interests and
home routines to ensure these are fully integrated into nursery activities. Children build
strong friendships with each other and show affection as their friends arrive. Children are
supported to play together, share experiences and take turns.

Children generally achieve well from their starting points and gain useful skills in preparation
for their next stage of learning. This includes children who may face barriers to their
learning, such as children with special educational needs and/or disabilities. Children are
eager to get involved with a variety of experiences, which support their learning and
development. Children develop an understanding of the world. They have access to a broad
range of experiences, such as watching eggs hatch into ducklings. Children are taught a
love and respect for nature as they grow sunflowers and strawberries. They practise their
fine motor skills as they skilfully chop fruit and carefully manipulate the pieces onto long
skewers. Children show delight and take pride in their achievements. They develop their
mathematical learning through activities and familiar daily routines. Children count as they
climb steps, sing songs, and experience different weights during sand play. They develop
their listening and attention skills as they choose which story to read and sing their favourite
songs. There are opportunities for children to be creative as they swirl and mix paints
together and construct with magnetic toys.
Children's attendance is well supported and promoted by staff. Families are offered more
flexible sessions so children can access their full early education entitlement. Effective
transition arrangements support children as they move within the setting and start their
journey into school.
Next steps
Leaders should review daily routines to help increase opportunities for children's
independence and maximise children's learning time throughout the day.
Leaders should continue to provide training and support for staff, to further develop the
quality of teaching and the ways staff respond to children's curiosity and emerging
thinking.
Leaders should implement more rigorous reviews for children's individual plans to ensure
information is regularly shared with parents and professionals who work with children.
Leaders should ensure staff consistently enable children's best possible behaviour, using
age-appropriate methods.
About this inspection
The inspector spoke with the manager, who is also the special educational needs
coordinator, and with the designated safeguarding leads, staff, parents and carers.
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.

Inspector:
Lisa Robinson
About this setting
Unique reference number (URN): 2710961
Address:
13 Broad Road
Birmingham
B27 7UZ
Type: Childcare on non-domestic premises
Registration date: 30/01/2023
Registered person: Knowles, Dave
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Birmingham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 8 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
30

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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