Staple Hill Stars Pre-School

Staple Hill Stars Pre- School Page Road, Staple Hill, Bristol, South Gloucestershire, BS16 4NE

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Inspection date

Previous inspection date 11 October 2016 21 January 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

 Managers are very ambitious and have high expectations for all children to succeed. Managers and staff are a highly experienced, cohesive and supportive team and have made extremely good progress since the last inspection.  The quality of teaching is consistently good overall, and some staff are exceptionally skilled at supporting children's learning. Children enjoy a wealth of stimulating resources and make good progress in all areas of their learning relative to their starting points.  There is a highly effective key-person system. Experienced staff support children's emotional and care needs very well. Children feel safe, secure and confident to learn.  Managers have strong relationships with professionals outside the setting and know how to access additional support for children quickly when the need arises.  Parents feel extremely well listened to and supported by staff. They appreciate being

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This provision is good

able to ask for advice if needed, which they feel helps their children to thrive.

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It is not yet outstanding because:

 On occasion, some staff target the level of challenge in group activities a little too high and children lose interest.  A recent focus on encouraging positive behaviour has been more successful for some groups of children than others. Staff working with the youngest children are not consistently as effective as possible at helping children to settle and behave well when they first start.

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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

 monitor the level of challenge offered during group activities to make sure that they are consistently targeted at an appropriate level for the children involved  target support for some staff to develop a more confident knowledge of methods to use to support younger children to behave positively.

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Inspection activities

 The inspector spoke to the staff, children and parents at appropriate times during the inspection.  The inspector observed the staff interactions and children's play, and viewed the available resources and equipment.  The inspector took account of the views of parents through discussions.  The inspector undertook joint observations of activities with the managers.  The inspector sampled documentation, including children's records, policies and procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Managers and staff have an excellent understanding of all the safeguarding requirements and keep fully up to date with recent changes in legislation. Safety policies and processes are strong and implemented well to keep children safe and protected. Managers are passionate about supporting all children to succeed. Staff are creative and make good use of their expertise, for example, from within the arts, to support children's imagination and learning. The professional development of staff is directly focused on the needs of the children. For example, training needs are identified through regular supervision meetings and observations. Managers monitor children's progress and evaluate the provision with accuracy and precision. They have clear targets for improvement and make good use of their excellent links in the local community to support good outcomes for children.

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Quality of teaching, learning and assessment is good

All children thoroughly enjoy the rich variety of learning activities offered to them. Younger children love to run freely in the garden, climb, use chalks and play in sand, for example. The friendly and skilful staff stay close by to support, question, listen and play alongside the children. Children develop their physical, communication and language and social skills very well indeed. Older children are excited to learn about the world around them. For example, they become engrossed in studying insects and collecting berries to feed the birds. All children enjoy stories, songs and rhymes, which are very well taught. They develop good language and mathematical skills. Staff assess children's next steps in learning accurately, based on what they can do and what interests them.

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Personal development, behaviour and welfare are good

Staff and parents develop very strong partnerships from the start. Daily communication about children's unique needs, their well-being and learning is excellent. Children learn to be independent from an early age. For example, they learn to wash their hands and help themselves to drinking water. Children learn to respect diversity and differences through a wealth of resources and activities. For example, parents contribute resources in their home languages and these are displayed on the walls for children to use, which helps children feel a strong sense of belonging. Children learn about the wider world, for example, through trips to the local area and places of interest. Parents are invited, which strengthens the strong sense of partnership and consistency in children's learning.

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Outcomes for children are good

Children are happy, confident and motivated learners. They are very well prepared for the next stage in their learning. For example, when they are ready, older children benefit from focused activities to help them learn specific skills, such as reading and writing.

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Setting details

Unique reference number EY449018 Local authority South Gloucestershire Inspection number 1062709 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 46 Number of children on roll 75 Name of registered person Staple Hill Stars Pre-School LLP

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reference number

Date of previous inspection 21 January 2013 Telephone number 01179569888

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reference number

Staple Hill Stars Pre-School registered in 2012. It is located in the Staple Hill area of Bristol. The setting is open each weekday from 9am to 3pm during school term times only. The pre-school employs 14 staff. Of these, one holds qualified teacher status, seven are qualified at level 3, and one is qualified at level 2. The pre-school is in receipt of funding for children aged two, three and four years.

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reference number

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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reference number

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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reference number

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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