Happy Stars T.M Preschool

Happy Stars T.M Preschool Thundersley Methodist Preschool, Kennington Avenue, BENFLEET, Essex, SS7 4BS

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Inspection date

Previous inspection date 11 March 2016 5 July 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Staff carry out initial assessments of children's abilities and discuss their starting points with their parents. This helps them to plan effectively from the outset for children's ongoing development.  Children settle well into the pre-school because staff help them to build secure attachments. This helps children to feel safe and grow in confidence and self- assurance.  Staff observe and assess children's learning and development. They take account of the next steps in their learning and their particular interests when planning activities, in order to ensure their needs are effectively met and they are motivated to learn.  Staff work closely in partnership with parents to promote continuity of learning between home and pre-school. Parents speak highly of the dedication of the staff team. Good communication with parents and carers, and with other settings that children attend, strengthens children's all-round learning experiences.

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This provision is good

 Self-evaluation and reflection on practice is helping the staff to make continuous improvements. Parents, staff and children are consulted and their views are taken into account in planning for the future development of the pre-school.

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It is not yet outstanding because:

 Opportunities for children to learn about the natural world are not as well developed as other areas of their learning.  Although children are encouraged to carry out some tasks for themselves, at times their growing independence skills are not fully encouraged.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 plan more opportunities for children to explore and learn about the natural environment  provide increased opportunities for children to practise and build on their independence skills within daily routines.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector carried out joint observations with the manager.  The inspector held discussions with the manager and staff and spoke to children throughout the day.  The inspector looked at relevant documentation, such as, self-evaluation, suitability and qualifications of staff, attendance records and policies and procedures.  The inspector took account of the views of parents by speaking with some of them during the inspection.

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Effectiveness of the leadership and management is good

The manager uses her excellent leadership skills and experience well. Staff motivation is good and they work well as a team. Staff use the skills and knowledge they have gained through training opportunities to continually improve their practice. The manager supervises staff well, enabling them to feel confident in their roles. Staff keep very clear records of children's development and share them with parents and other professionals involved in children's care. Children with special educational needs are effectively monitored by staff, and referred to other professionals quickly, to ensure they receive the support they need. Arrangements for safeguarding are effective. All staff fully understand how to protect children and report any concerns. Risk assessments of the premises and outings with children are rigorous and help to ensure that children are kept safe.

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Quality of teaching, learning and assessment is good

Children make good progress in their communication and language development. Staff engage them in conversation, teach them new vocabulary and ask questions to promote their thinking skills. Children develop an interest in books and reading. Staff read stories with expression and children listen intently. They learn that words have a meaning as staff show them the writing on the page. Children engage in a variety of role-play situations and this helps them to develop their personal, social and emotional skills. For example, they learn about caring for animals in a make believe animal clinic. They pretend to write prescriptions and use the telephone to make appointments. Children develop their physical skills, for instance, as they run to catch bubbles, make a cosy den and enjoy team games with a parachute. Mathematics is promoted well in the pre-school. Children enjoy problem solving. They practise fitting shapes into puzzles and sort and match coloured toys.

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Personal development, behaviour and welfare are good

Children are very well behaved in the pre-school. Staff are kind and attentive. They teach children how to treat each other with respect and to share and take turns. Children learn to be helpful and eagerly tidy away their activities. They learn about differences between themselves and others, for instance, when they look at their faces in a mirror. They use a variety of materials to make images of their faces and those of family members and friends. Children have access to a wide range of good quality resources and choose from a variety of activities. They listen to music and stories through headphones and dance and sing with each other. Staff teach children about healthy lifestyles and talk to them about foods that are good for them. Children enjoy fresh fruit with their snack and wash their hands before eating. They butter their own crackers and pour their own drinks.

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Outcomes for children are good

All children make good progress in their learning. Any gaps in their development close quickly as staff identify and address these individual needs. Children are confident learners. They answer questions eagerly and take part in group activities. Staff help them to be ready for the next stage in their learning and for school. They teach children to write their names and to recognise numbers and letters. Children draw recognisable pictures and are skilled at describing them.

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Setting details

Unique reference number 650157 Local authority Essex Inspection number 1028755 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 26 Number of children on roll 33 Name of provider Thundersley Methodist Church Committee Date of previous inspection 5 July 2013 Telephone number 01268 756 649

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Setting details

Happy Stars T.M Preschool is managed by a committee. It opened in 1972. The pre-school operates during school term time only. It opens on Mondays and Wednesdays from 9.10am until 11.45am and from 12.20pm until 2.50pm, with a lunch club from 11.45am until 12.20pm. It also opens on Fridays from 9.10am until 12.20pm. The pre-school employs six members of staff, five of whom hold appropriate early years qualifications at level 3 or above, including the manager who holds a relevant level 4 qualification. The pre-school supports children with special educational needs.

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Setting details

This inspection was carried out by Ofsted 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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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Setting details

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Setting details

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Setting details

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