Sunbeams Playgroup Ltd

Sunbeams Playgroup Ltd

Unique reference number (URN): EY481826 Address: 115 Strode Road, CLEVEDON, Avon, BS21 7FS Type: Childcare on non-domestic premises Registered with Ofsted: 16/10/2014 Registers: EYR, CCR Registered person: Sunbeams Playgroup Ltd

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Children learn and develop well. They grow to feel confident and ready as they move on to the next stage in their learning. Children build the knowledge and skills they need to thrive in new settings. They benefit from communication-rich group times, familiar nursery rhymes and the use of signs to help strengthen their understanding and speaking skills. For example, children share books independently and read to each other to develop their literacy skills.

p.2

Achievement Expected standard

Children learn to be independent and become motivated learners. They develop important self-care skills, such as washing and drying their own hands and using the toilet. Consequently, they make good progress in managing their own personal hygiene routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set high expectations for children's behaviour and attitudes to learning. Expectations are clearly communicated and commonly understood by staff, parents and children. These expectations are applied consistently and fairly, creating a positive and inclusive environment. Children know their routines well. When the bell rings for each transition, children stop, wiggle their fingers and listen for the next instruction. They eagerly look forward to the next part of their day. For example, when it is time to tidy up, children work together to pack away their chosen activity and get ready for lunch.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children typically build warm, trusting and respectful relationships with their key person. This supports their confidence and emotional security. Children are encouraged to play and learn collaboratively and generally get along well with others. Staff model kindness, care and respect and provide explicit praise to reinforce positive behaviour. For example, during bat and ball games, staff model taking it in turns in a small group. They praise children for waiting patiently. This reinforces children's motivation to cooperate and practise their regulation skills, as they patiently wait for their turn.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of good attendance and punctuality with families. This helps children's engagement and participation.

p.2

Curriculum and teaching Expected standard

Leaders adopt a curriculum that sequences the knowledge and skills children need to learn and experience to help them succeed in life. This is delivered through secure routines that support children's learning and development. Staff focus on communication and language at the beginning of each session. This helps children develop their vocabulary, understanding and speaking skills. For example, children sit together as a group to share news, sing nursery rhymes and learn poetry. Children are familiar with these rhymes and enjoy joining in with repetition and actions. Staff teach mathematics explicitly and focus on experiences that promote children's confidence and enjoyment of mathematics. For example, children play games that help them develop their understanding of number. They enthusiastically take turns to roll the dice, count the spots and move their counters to the corresponding number on the board. This

p.2

Curriculum and teaching Expected standard

helps children make progress from their individual starting points.

p.3

Curriculum and teaching Expected standard

Staff use assessment well to identify barriers in children's learning and development. Staff typically present information clearly and model language to support children's understanding. Occasionally, staff do not use the assessment they have gathered to tailor their teaching to what children need to know and do next. This sometimes impacts on the progress children are capable of.

p.3

Inclusion Expected standard

Leaders and practitioners assess children's individual needs effectively, working closely in partnership with parents. This helps them identify and reduce barriers that children may face. For example, they use the 2-year review to focus on the support children need next. However, at times, staff do not use the assessment they have gathered well enough to inform their teaching. Occasionally, the activities staff choose for some children who need additional support are not always well matched to help them gain the knowledge and skills they need to learn first.

p.3

Inclusion Expected standard

Leaders demonstrate secure knowledge and skills in brokering additional support for children who require tailored interventions. Leaders make referrals to external agencies and liaise with the local authority inclusion team to provide targeted support. Although leaders sometimes face barriers in securing external support for children, they ensure that children continue to make progress towards their milestones. Leaders take their responsibilities seriously and work alongside staff to ensure that children receive the support they need. Staff collaborate closely with parents and other professionals, typically implement personalised strategies and review these regularly to maintain their effectiveness.

p.3

Leadership and governance Expected standard

Staff report that leaders support them well and help them manage their workload and wellbeing. Leaders do this through regular wellbeing checks and a friendly, open approach that fosters teamwork. Staff access regular supervisions and training to support them in their learning and development. This helps them understand the curriculum well and have a secure understanding of child development. Where teaching is not consistent, leaders identify this and ensure that staff get the support they need to professionally develop.

p.3

Leadership and governance Expected standard

Leaders do monitor the quality of the provision. However, they have not identified some weaknesses in meeting children's welfare needs. That said, leaders work with other settings and organisations to develop their early years practice. For example, they work with local schools and organise online, and in-person, training to support the ongoing improvement of the setting.

p.3

Children's welfare and wellbeing Needs attention

Leaders do not consider children's welfare and wellbeing well enough. For example, staff do not have a robust procedure to accommodate sleeping children. This means that when children rest they do this in the play areas, without appropriate sleeping equipment and clean bedding. In addition, this means staff do not teach children about the importance of rest and sleep.

p.4

Children's welfare and wellbeing Needs attention

Children are well supervised during lunchtime. However, this is not the case for all mealtimes. Occasionally, children are left unattended at the snack table and sometimes eat on their own. This impacts on children's safety. Leaders arrange snack time in a way that promotes children's independence, and children can access their snack during a window of time. Children do learn to serve themselves and tidy their own snack away. However, not all children access the snack table, and some children do not benefit from the high-quality interactions with staff that promote communication and language. This means mealtimes are not delivered consistently, which impacts some children's learning and development.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

What it's like to be a child at this setting

Children arrive ready to learn and quickly settle into secure routines. They enjoy the calm and purposeful atmosphere staff create. Staff and children build warm, respectful relationships. Children feel confident approaching adults for support. When children encounter challenges, staff respond patiently and positively, helping them understand and manage their feelings. This approach supports positive behaviour, emotional development and resilience. Leaders place an emphasis on supportive transition arrangements to help children settle quickly. Parents value the relationships staff forge with them to develop an effective partnership. This helps children to feel emotionally safe and secure from their first day.

p.4

What it's like to be a child at this setting

Children demonstrate high levels of engagement and enthusiasm when exploring the setting. For example, in the sand area, children use their imagination confidently to make ice creams, using scoops and sand. Staff support children to fill their cones, showing them how to hold the cone in 1 hand and scoop with the other. This helps children develop hand-eye coordination, control and accuracy through repeated practise. Staff plan large-group times to help children develop their skills in physical development. For example, children learn how to dress for the weather and practise putting their own coat on. They persevere with their zips, hats and gloves. This helps children make progress towards their milestones.

p.5

What it's like to be a child at this setting

Staff understand leaders' well-sequenced curriculum and use assessment to identify any barriers to children's learning and celebrate children's progress. Where barriers to learning have been identified, leaders actively work with other professionals to ensure that children receive the support they need for their future learning.

p.5

What it's like to be a child at this setting

Leaders do not closely consider how their policies and procedures relating to safer eating, sleep and rest work to consistently keep children safe and provide the best care, learning and support for children. For example, currently leaders do not make adequate provision for children who require rest or sleep. This means children who fall asleep do not have a safe and hygienic space to rest.

p.5

Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

p.5

Date

ensure that children can rest and sleep safely and hygienically 09/02/2026

p.5

strengthen the mealtime arrangements to ensure that children are

well supervised at all times. 09/02/2026

p.5

strengthen the mealtime arrangements to ensure that children are

Leaders should ensure that staff consistently use assessment to deliver teaching more precisely and help children make the progress of which they are capable.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Sunbeams Playgroup Ltd

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and carers during the inspection.

p.6

About this inspection

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8