Sunbeams Educare Limited

What is it like to attend this early years setting?

Children thrive in this welcoming and inclusive setting. They are happy, form strong friendships and display a genuine enthusiasm for learning. Children are eager to explore the wide variety of activities available. They engage in purposeful play for extended periods without adult support. For example, children sit together, drawing and cutting, chatting about their creations and showing determination as they practise their scissor skills.

Leaders hold high aspirations for every child and are committed to continually enhancing their learning experiences. The thoughtfully planned environment offers a rich array of engaging opportunities. Children show excitement during musical sessions, singing and playing instruments, and display focus and cooperation while patiently taking turns to paint with rollers and water. Children remember and recall previous learning experiences. For example, they are eager to share their knowledge about bees. They talk about queen bees, honey and pollen.

Throughout the day, children delight in opportunities to express their imagination. They laugh and play as they host pretend tea parties with baby dolls, fully immersed in their creative worlds. This joyful atmosphere is underpinned by the warmth, kindness and respect consistently shown by staff, helping children feel safe, secure and truly valued.

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

• Children demonstrate exceptional self-control and transition between routines with minimal disruption. They listen attentively to staff and respond quickly to requests such as tidying up. At circle time, they settle promptly, showing eagerness to learn. Their behaviour is consistently thoughtful, considerate and exemplary.
• The setting provides rich opportunities for social engagement and developing turn-taking skills. During group times, children are encouraged to raise their hands and wait to speak, fostering respectful interaction. Staff support transitions effectively by outlining the day's activities, giving advance warnings and using visual cues. As routines are well established, children confidently follow them, as they know what to expect and what is expected of them.
• Children maintain high levels of focus and concentration throughout the day, whether playing in adult-guided activities or engaged in independent play. Staff celebrate the process of children's learning, regularly commenting on children's efforts. As a result, children show a 'can-do' approach and keep trying hard. For example, they persevere when selecting their name cards from a wider group.
• Children have many opportunities to write and make marks throughout the setting. For example, when building small-world hideouts, staff skilfully engage them in conversation about who they are hiding from. When children say 'monsters,' staff thoughtfully suggest drawing the monsters so the toys can recognise them, providing paper and pencils nearby. Children then draw and label their monsters. This supports all children to engage with a broad curriculum.
• Physical development is a key focus in the setting. Children build gross motor skills through activities, such as climbing, riding trikes and shooting hoops, while fine motor control is strengthened through tasks such as tracing letters with cotton buds and water. These experiences support children in achieving their physical development goals.
• The setting delivers a strong communication and language curriculum through strategies such as bucket time, core boards and teddy time. Staff use skilful questioning, intentional pauses and interactive storytelling to promote thinking. Where children do struggle, prompt support is put into place. This ensures all children make good progress.
• The mathematics curriculum is fully embedded across the setting. Children engage in meaningful mathematics experiences, such as measuring sunflower growth, counting the number of children present and measuring ingredients when making play dough. This means children have a strong understanding of mathematical concepts.
• Parents speak highly of the setting's friendly and approachable nature. They feel well supported and praise staff for their prompt response to their children's needs. Parents value the strong communication and feel involved in their children's learning journey.
• Leaders are committed to their continued professional development. They access training to try out new and inspiring activities to enhance children's knowledge and skills. Leaders share their ideas with staff and support them to access training. However, they do not have a highly focused system in place to help staff to develop their individual teaching skills.

What the setting must and should do next

The provider should:

• strengthen supervision and performance management systems to identify specific individual development goals for staff to further enhance the already strong quality of practice.