The Ofsted report for a pre-school in Stevenage, where "nurturing key staff have a deep understanding of children's specific needs", has been published.

Sunbeams Pre-school has retained its rating of good from Ofsted, following the education watchdog's latest inspection. 

Read the full Ofsted report below.

What is it like to attend this early years setting?

The provision is good.

Staff welcome children warmly to this friendly pre-school. They chat to parents, gathering vital information about children's moods and the time they have spent at home. Staff use this information to provide nurturing care and support for all children. As a result, children arrive happily, engage well in play and enjoy the time they spend at the setting.

Staff have a robust understanding of the needs of all children in their care. They conduct home visits prior to children starting. This enables them to gain a deep understanding of children's early experiences. Staff use this knowledge to create an environment and plan learning opportunities that children may not otherwise receive. For example, the provider has worked hard to establish an exciting garden area. Children delight at having continuous access to outdoor play opportunities where they grow plants, explore water play and can be physically active.

Children are kind and polite. They demonstrate good manners, thanking their friends for their help in tasks and sharing resources well. Staff promote these behaviours consistently well. They facilitate regular group play where children are encouraged to cooperate and work as a team. For example, children prepare their snack together, selecting different healthy fruits to eat. They pour drinks for their friends and pass plates and cups around, ensuring everyone has something to eat.

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

Relationships between staff and parents are strong. The provider establishes highly effective methods of two-way communication. This allows staff and families to share vital information about children's routines. Parents receive continuous updates on children's progress via an electronic system. They are complimentary about staff and the high level of support they provide for the whole family. Parents acknowledge the positive impact this has on children's well-being.

Children with special educational needs and/or disabilities are well supported in the pre-school. The nurturing key staff have a deep understanding of children's specific needs. They share their knowledge with each other so all staff are aware of children's needs and abilities. Staff liaise closely with other professionals, gathering ideas and strategies to enhance the care they provide. This ensures all children make good progress from their starting points.

Managers complete regular appraisals and supervision sessions with all staff. This helps to identify areas for development and monitor well-being. The well-qualified team of staff embrace opportunities to extend their knowledge. For example, they complete numerous online and face-to-face training courses. However, current methods of ongoing support are not yet sufficient to enable all staff to make sustained improvements to their practice.

Children demonstrate high levels of confidence. They interact well with visitors, engaging them in play and chatting to them about their favourite activities. Staff develop strategies that support children to develop a sense of pride in their achievements. For example, children delight in showing their parents their personal accomplishments that are displayed on the 'wow' board. They are eager to place their artwork on their individual noticeboards for all their friends to admire.

Staff provide daily opportunities for children to engage with one another in a group. These sessions help prepare children for the routines of school. For example, they encourage children to listen to others and focus for appropriate periods of time. However, on occasion, group story sessions are not effective because they do not take into consideration the differing ages and needs of children involved.

Staff support children's critical thinking skills particularly well during activities. They allow children to take the lead and explore resources in their own way. Staff encourage children to discuss their ideas and allow them plenty of time to respond to their thought-provoking questions. For example, when making modelling dough, children select their own ingredients. Staff encourage them to discuss the effects that changing the quantities of flour and water may have on their dough. They allow children to follow their ideas and see for themselves if they are correct.

Safeguarding

The arrangements for safeguarding are effective. There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should:

  • enhance current methods of supervision to support all staff to deliver a consistently high standard of teaching during all interactions with children
  • continuously evaluate practice, in particular group sessions, ensuring that they meet the needs of those children in attendance.