Little Sunbeams Pre School

Inspection of Little Sunbeams Pre School Mayfield School, Mayfield Road, PORTSMOUTH PO2 0RH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

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.

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The provision is good

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.

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The provision is good

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.

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need to do better?

n 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. n 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. n Babies thrive in a welcoming and nurturing environment. They appear confident

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need to do better?

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. n 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

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need to do better?

19 May 2025 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. n 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. n 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

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need to do better?

obstacle courses with planks and tyres. Children develop good physical skills. n 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. n 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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

provide the relevant information to Ofsted for all committee members to ensure their suitability has been fully verified. 27/06/2025

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should:

19 May 2025 n develop teaching strategies to consistently refocus children's attention on learning.

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Setting details

Unique reference number EY456905 Local authority Portsmouth Inspection number 10398190 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 45 Number of children on roll 80 Name of registered person Little Sunbeams Pre-school Committee

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reference number

Telephone number 07807483755 Date of previous inspection 8 October 2019

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Information about this early years setting

Little Sunbeams Pre School registered in 2012. It operates on the site of Mayfield School in Portsmouth, Hampshire. The setting is open between 8am and 6pm each weekday, term time only. It provides government funded childcare to children between the ages of nine months old and four years old. There are 13 members of staff who work with the children, including the manager who holds an early years qualification at level 5.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

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.

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Inspection activities

19 May 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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