Sunbeams Educare Limited

Inspection of Sunbeams Educare Limited Sunbeams Educare, Scout & Guide Hall, Ken Markland Way, Off Common Lane, BECCLES, Suffolk NR34 9BU

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Overall effectiveness Good

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

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The provision is good

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.

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The provision is good

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.

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The provision is good

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.

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need to do better?

n 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. n 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. n Children maintain high levels of focus and concentration throughout the day, whether playing in adult-guided activities or engaged in independent play. Staff

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need to do better?

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. n Children have many opportunities to write and make marks throughout the setting. For example, when building small-world hideouts, staff skilfully engage

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need to do better?

16 June 2025 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. n 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. n 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

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need to do better?

children make good progress. n 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. n 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. n 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

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need to do better?

staff to develop their individual teaching skills.

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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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should:

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

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Setting details

Unique reference number EY430371 Local authority Suffolk Inspection number 10398637 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 26 Number of children on roll 50 Name of registered person Sunbeams Educare Limited

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reference number

Telephone number 01502710523 Date of previous inspection 4 November 2019

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Information about this early years setting

Sunbeams Educare Limited registered in 2011. The nursery employs 11 members of childcare staff, most of whom hold appropriate early years qualifications at level 3 or above. The nursery opens five days a week during term time only. It opens on Mondays, Thursdays and Fridays from 9.15am until 3.45pm, on Tuesdays from 9.15am until 1.15pm and on Wednesdays from 9.15am until 12.15pm. The nursery provides funded early education for all eligible children.

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Inspection activities

n The inspector carried out a learning walk with the manager. n The inspector assessed the impact of the quality of staff interactions and the learning opportunities they provide children. n The inspector viewed the indoor and outdoor learning environments. n The inspector spoke to the manager, children, parents and staff at convenient times and considered their views. n The manager and inspector carried out a joint observation.

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Inspection activities

16 June 2025 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

16 June 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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