Sunny Skies Day Nursery

Sunny Skies Day Nursery
Unique reference number (URN): 2792570
Address: Sunny Skies Day Nursery, Connor Road, WEST BROMWICH, West Midlands, B71 3DJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/05/2024
Registers: EYR, CCR
Registered person: N & K Varma Limited
Inspection report: 4 March 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
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.
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.
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.
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.
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
What it's like to be a child at this setting
Children arrive happily and separate from their parents with ease. Staff greet them warmly
and help them settle quickly into familiar routines. Staff create a warm and welcoming
environment where families are actively involved through flexible settling-in arrangements,
regular communication and inclusive events that strengthen partnerships. As a result,
children feel safe and secure. They move confidently around the environment and select
activities that interest them, such as exploring construction materials, engaging in creative
play or looking at books in cosy reading areas.
Children engage in various play experiences, including creative activities, construction play
and small-group discussions. For example, during group time, they gather to listen to stories
and discuss their experiences. Staff interact with children throughout their play, encouraging
them to share ideas and respond to questions. These interactions help children
communicate confidently with adults and their friends. Staff promote an inclusive ethos

Inspector:
Sarah Dukes
where all children, regardless of their background or needs, are encouraged to participate
fully and develop confidence, independence and a strong sense of belonging. Children with
special educational needs and/or disabilities are fully included in daily routines and learning
experiences, supported through personalised planning and targeted strategies that enable
them to learn alongside their peers.
Daily routines typically help children become increasingly independent. For instance, they
help tidy away resources after play and know how to wash their hands before eating. Staff
encourage children to try things for themselves and provide support when needed. Through
these experiences, children begin to manage simple tasks and develop important self-help
skills.
Children play cooperatively with others. Staff remind children from a very young age about
being kind and using 'gentle hands', and children respond positively to these expectations.
They share resources, take turns and enjoy playing alongside their friends.
Next steps
Leaders should review and refine mealtime routines to minimise waiting times, ensuring
that children remain engaged and transitions are smooth and efficient.
Leaders should ensure greater consistency in implementing daily routines so that children
have more regular opportunities to develop independence in self-care, supporting their
continued progress and readiness for the next stage.
Leaders should provide further guidance and support so that staff can confidently and
consistently identify opportunities to extend children's thinking and deepen their learning.
Leaders should continue to support staff in identifying and maximising opportunities to
extend children's learning and deepen their thinking to further enhance their progress and
overall outcomes.
About this inspection
The inspector spoke with leaders, staff, 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.

About this setting
Unique reference number (URN): 2792570
Address:
Sunny Skies Day Nursery
Connor Road
WEST BROMWICH
West Midlands
B71 3DJ
Type: Childcare on non-domestic premises
Registration date: 24/05/2024
Registered person: N & K Varma Limited
Register(s): EYR, CCR
Operating hours:
Local authority: Sandwell
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 4 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
48
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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