Little Sunbeams Pre School

What is it like to attend this early years setting?

Children arrive confidently. They come inside and find their peg by identifying their names. Older children understand the morning routine well. They sit down and wait to start the register. Babies appear to feel happy and settled with nurturing staff. They seek them out for cuddles. Staff promote babies' exploration as they introduce them to an exciting sensory tray.

Staff have high expectations for children's behaviour. Together, staff and children discuss the boundaries of the setting and talk about the importance of being kind to their friends. Children demonstrate a good understanding of rules that are in place. When children want to share a toy, they know to go and get a sand timer and talk to their friends about taking turns. Children develop a clear understanding of what is expected of them.

Babies climb and balance with delight as they explore the exciting outdoor play space. Nurturing staff support babies as they learn to pull themselves up. Young children also gain physical confidence as they work out how to go down a small slide. Staff offer them praise and encouragement as they play and explore. Children benefit from experiences that are planned to focus on their stage of learning.

What does the early years setting do well and what does it need to do better?

• Committee members who have been in place for a while are not yet known to Ofsted. This means that their suitability has not been fully verified. However, Disclosure and Barring Service (DBS) checks have been completed. On this occasion, there appears to be no impact on children's well-being or safety as committee members do not have contact with children. Furthermore, they are not involved in safeguarding or recruitment arrangements.
• Leaders construct an ambitious and well-sequenced curriculum. They recognise how to create learning experiences for children that prepare them for the next stage of their education. Staff have a good knowledge of what children need to learn. They carry out assessment frequently and plan activities to target children's next steps in learning. Children's progress is supported well by staff.
• Babies thrive in a welcoming and nurturing environment. They appear confident and happy. Staff engage babies and young children in a range of stories, rhymes and songs. They giggle gleefully and practise new words and actions that staff model to them. Children's communication and language skills are promoted well by staff.
• Activities are prepared thoughtfully. Staff ensure there are plenty of inviting resources set up to interest children. However, occasionally, teaching interactions are not consistently purposeful. For example, at times, staff do not recognise when children have become disengaged and, therefore, do not refocus their attention on learning. This means that sometimes positive attitudes to learning are not increased and children do not consistently benefit from the educational opportunities available to them.
• Staff have a clear oversight for the needs of children with special educational needs and/or disabilities. They have regular meetings to ensure that any changes in children's educational plans are well known. Staff develop partnerships with parents and professionals involved in children's care. For example, they collaborate with physiotherapists and speech and language professionals. Through this, children receive an effective shared approach to their learning and care.
• Children have plenty of opportunities to explore how their bodies move. For example, staff create sports day practise as children prepare for upcoming summer events. Children run, jump and skip in the garden. They also have opportunities to think critically as they use large-muscle movements to construct obstacle courses with planks and tyres. Children develop good physical skills.
• Children's care routines are managed respectfully by staff. For instance, staff kindly ask young children if they can change their nappies. Staff sing and talk to children to further promote their emotional security. Furthermore, staff swiftly recognise babies' cues when they are tired. They calmly cuddle with them to settle them for a sleep. Babies' needs are met promptly and sensitively.
• Staff speak highly of the support they receive from leaders. For example, they explain that they feel their well-being is highly valued by managers. Furthermore, staff speak passionately about training and opportunities they have to develop professionally. Staff are positive and knowledgeable about their roles.

What the setting must and should do next

The provider must:

• provide the relevant information to Ofsted for all committee members to ensure their suitability has been fully verified. (by 27 June 2025)

The provider should:

• develop teaching strategies to consistently refocus children's attention on learning.