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
Inspection report: 21 August 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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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 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.

Inspector:
Kirsty Stickley
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.
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.
Children are happy and have a real sense of belonging at this setting. Overall, they build the
confidence and skills they need to succeed.
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.
About this inspection
The inspectors spoke with the nursery manager, senior leaders, practitioners, parents and
children 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.

Address:
Southampton City College
St. Mary Street
Southampton
Hampshire
SO14 1AR
Type: Childcare on non-domestic premises
Registration date: 07/09/2005
Registered person: Little Shipmates Group Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Southampton
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 21 August 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
81
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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