Tiny Stars Canterbury

Tiny Stars Canterbury Printing House, Simmonds Road, Canterbury, CT1 3RA

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Inspection date

Previous inspection date 9 May 2016 Not applicable

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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

 Relationships between the staff provide a good model and this helps children learn how to behave towards others. The staff maintain enthusiastic, lively and harmonious interactions and children are positive and motivated to learn.  Staff have a good understanding of how to promote the learning and development of children to meet their individual learning needs well.  Staff provide children with a range of opportunities to learn about people and communities beyond their immediate experiences, to increase their awareness of diversity.  The environment is highly stimulating, indoors and outdoors. Staff provide visual prompts to help to promote the daily routines and to encourage children to make independent choices.  Children make good progress in their learning and development in relation to their starting points.

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It is not yet outstanding because:

 Staff do not make the most of opportunities to promote children's literacy skills effectively. For example, during activities staff do not always help children to make meaningful marks or help them to link letters and sounds to words.  The self-evaluation process does not regularly consider parents' views to help identify more precisely where further improvements can be made.

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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

 strengthen opportunities to promote children's early literacy skills  continue to develop the self-evaluation process further and strengthen opportunities for parents to regularly contribute their views, to help precisely target areas for improvement.

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Inspection activities

 The inspector observed activities and the interactions between staff and children in the indoor and outdoor environments.  The inspector took part in a joint observation with the manager.  The inspector took account of parents' views through discussion with them.  The inspector viewed a range of written documentation, including children's development records and policies and procedures.  The inspector spoke to staff and managers about different aspects of their roles, including planning and safeguarding.

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Effectiveness of the leadership and management is good

The leadership team's effective monitoring helps to ensure that individual and groups of children, including those who have identified needs, receive appropriate support. Overall, self-evaluation identifies some ways to improve the quality of provision. For example, staff are making changes to the outdoor area to create a more stimulating environment for children. A well-established programme of professional development helps staff to improve their knowledge, understanding and practice. Staff use what they learn to improve the outcomes for children. Safeguarding is effective. Staff implement their safeguarding procedures effectively and know where to refer their concerns for children's welfare. They check the environment for potential hazards so that children can play in safety.

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Quality of teaching, learning and assessment is good

Staff have a secure knowledge and understanding of how to promote children's learning and development. Staff skilfully build on children's interest to extend their learning, for example, they ask questions to encourage children to think for themselves. Staff use observations and assessments to plan effective next steps in children's learning. Parents engage in their children's learning and development. They contribute to starting points, as well as termly tracking documents, to help provide a consistent approach to children's ongoing development. Independence and mathematical development are promoted effectively to prepare children for starting school. For example, children are encouraged to dress themselves independently for the outdoor area.

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Personal development, behaviour and welfare are good

Children are well behaved. They have a clear understanding of routines. For example, they sing along to a song about tidying up and know that this means it is time to tidy up. Staff strengthen children's confidence and sense of belonging very well. For example, they constantly praise children for their achievements. Staff give clear messages to children about why it is important to have a healthy diet. For example, they explore why milk is good for your teeth and how fruits and vegetables are good foods that help to make you grow. A well-established key-person system helps children to form secure attachments and promotes their well-being and independence well.

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Outcomes for children are good

Children attending the setting are happy and motivated to learn and explore. Children develop confidence and a sense of achievement. Children are encouraged to be independent, for example, they help to lay the table for mealtimes and are encouraged to pour their own drinks. Children make good progress from their starting points and effectively develop the key skills needed for their next stage of learning.

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Setting details

Unique reference number EY489431 Local authority Kent Inspection number 1021823 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 4 Total number of places 20 Number of children on roll 22 Name of provider Tiny Stars Day Care Ltd Date of previous inspection Not applicable Telephone number 02088505048

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Setting details

Tiny Stars Canterbury registered in 2015. The nursery is open from 8am to 6pm, from Monday to Friday, all year round. The nursery receives funding for the provision of free early education for children aged two, three and four years. There are five staff, including the owner. Of these, one member of staff holds a degree in childhood studies, and two members of staff hold relevant qualifications at level 3.

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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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