Sunbeams Preschool

Inspection of Sunbeams Preschool Sunbeams Pre School, Homestead Moat, Stevenage SG1 1UE

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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 Not applicable

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The provision is good

Children are eager to arrive and explore the wealth of exciting activities in this vibrant pre-school. Outdoor learning experiences are particularly strong and inviting for children. Children are provided with appropriate clothing to enable them to immerse themselves in outdoor play regardless of the weather. Leaders create a well-organised, stimulating environment that considers the varied ages of children who attend. Older children enjoy structured teaching experiences and routines that mirror those that they may experience at school. On arrival, they set to work completing a 'busy fingers' activity exploring zips and fastenings. Their younger friends practise these same skills in more age-appropriate ways. With supportive staff at hand, young children explore a sensory tray, where they thread pasta and manipulate colourful pipe cleaners into shapes.

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The provision is good

Children of all ages form close bonds with staff. This is particularly evident with the youngest children that attend, who demonstrate close attachments to nurturing staff. Children with special educational needs and/or disabilities (SEND) are supported by attentive key staff, who ensure activities are accessible for all children. For example, all children enjoy group yoga sessions. Staff and children celebrate one another's successes, cheering their friends when they complete new and challenging positions.

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need to do better?

n Children explore exciting and thought-provoking activities where they discuss their ideas, developing their language and critical thinking skills. During a science experiment, children create a rainbow by dipping coloured paper in water. They investigate the possible effects the water may have on the colours and learn new vocabulary, such as 'absorbed' and 'blurred'. n Staff routinely adapt their teaching, ensuring that activities provide suitable challenge. This supports all children to remain deeply engaged in play. On occasion, however, these deeply absorbing learning experiences are interrupted to complete non-urgent tasks. At times, this leaves children frustrated at being unable to follow their ideas and complete activities. n Leaders create a robust and well-considered curriculum that supports children to be well prepared for their next stage of learning. This is generally implemented well by staff, who are aware of children's abilities and the need to build on what

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need to do better?

they know and support them to achieve their next steps. However, on occasion some staff lack the confidence and knowledge during planned activities to provide consistently outstanding teaching. n Parents play an active role in children's learning. Staff provide regular feedback via an electronic journal system and encourage parents to share their experiences from home. Families explore home learning packs that cater to

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need to do better?

24 June 2025 children's specific needs. Parents regularly attend special events at the pre- school, such as sports days and consultation sessions, where they gather a deeper understanding of children's experiences at the setting. n Leaders and staff work closely with other professionals, including staff at other settings children attend. They welcome advice and support, in particular when supporting children with SEND. School teaching staff visit the pre-school to introduce themselves to children and discuss strategies that will aid children's transitions. As a result, children are well prepared and excited for their next stage of learning. n Children are learning about the importance of taking turns and treating others with kindness and courtesy. Staff have consistent strategies to promote these positive behaviours. For example, children add their names to waiting lists at popular activities. Staff provide children with clear boundaries and offer lots of

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need to do better?

praise when following their clear behaviour expectations. n Staff comment on how they feel well supported by leaders, who encourage them to complete additional training around their interests and the needs of the current cohort of children. Leaders complete detailed supervisions with staff to support their well-being and identify areas of teaching that could be improved. However, ongoing methods of coaching are not yet embedded in the setting's daily practice. This does not enable all staff to make consistently strong progress in their own learning journeys.

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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 consider the organisation of some daily routines and tasks so that they do not interrupt children's play and limit learning in their chosen activities n promote staff skills and knowledge further by establishing effective means of coaching and mentoring that support staff to deliver consistently outstanding teaching.

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Setting details

Unique reference number 2733507 Local authority Hertfordshire Inspection number 10398787 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 32 Number of children on roll 55 Name of registered person Taylor, Katherine

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reference number

Telephone number 07940528103 Date of previous inspection Not applicable

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Information about this early years setting

Sunbeams Preschool registered in 2023 and is located in Stevenage, Hertfordshire. The pre-school opens Monday to Friday from 8am to 4.30pm, during school term time. It employs eleven members of childcare staff, eight of whom hold relevant qualifications at level 3 and above, including the manager who holds a level 5 qualification. The pre-school provides the government funded places for all eligible children.

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Inspection activities

n The inspector considered the views of parents by speaking to several during the inspection and reviewing feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all staff. n The inspector observed the interactions between staff and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and leaders completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with staff about the monitoring of learning and development in the setting and tracked the progress of several children.

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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

24 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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