Little Monstarz Pre- School

Inspection of Little Monstarz Pre- School St Luke's Church Hall, Laburnam Road, Newton Abbot TQ12 4LQ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Staff provide a welcoming and interesting environment, where children are happy and feel safe and secure. Leaders have a clear vision for providing inclusive play for every child. All children, including those with special educational needs and/or disabilities (SEND), make good progress in their development.

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The provision is good

Children quickly settle in to play when they arrive and demonstrate confidence in choosing what they would like to do. Staff form good relationships with children and their families. Staff work well with parents to support their children's learning. They gather information from parents to help them to assist the children in the pre-school. Children are friendly and sociable, they confidently talk to adults and they develop good friendships with the other children. They chatter to their friends and play imaginatively together with the toys.

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The provision is good

Staff provide a good range of activities and interact with children well, supporting them to be involved. Children are keen and motivated to learn and take part, and listen and follow instructions well. For instance, children spend time with staff making the track for the trains to go on.

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The provision is good

Staff set clear and consistent rules and boundaries to help children to learn what behaviour is expected of them. Overall, children behave well considering their ages.

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need to do better?

n The manager and staff have high expectations for all children to achieve and make good progress in their learning. The team is passionate about supporting all children to feel valued and accepted. Children with SEND receive the help that they need. The manager ensures that additional funding is used well, to raise children's outcomes in learning. n Staff are good at supporting children's communication skills. They recognise that some children find it difficult to have a voice when they have limited language. Children learn how to communicate through other means, such as actions and signs, alongside their developing language. n Children develop a love of stories and books and staff support their interest well. For example, children listen intently and enjoy guessing what might happen in the story, as staff read to them. Staff help children to learn that print carries meaning, supporting children's early reading skills effectively. For instance, they

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need to do better?

point to words as they read and explain that they will need to read the words to see what happens next. n Staff support children's emotional needs well. They take time to speak to children about their emotions, showing interest in what the children are feeling. Children confidently point to pictures telling staff if they feel angry or cross, and

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need to do better?

18 November 2019 staff help them to think about what might help them to feel happy. Children talk about the feelings of the characters in the stories that they share, demonstrating a good understanding of emotions. n Staff use good methods to support children's learning, and observe and monitor the progress that children make. Staff plan activities for all of the children as a group, using themes. They plan for their own key children's next steps individually. However, this is not shared with all the staff working with the children to enable all staff to know and understand what the children need to learn next, to make even better progress in their learning. n Staff use daily routines to help children to prepare for the next stage of their learning and the eventual move on to school. They involve children in tidying up and taking responsibility for the environment. Children respond well and are keen to be involved. However, the organisation and time that it takes between

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need to do better?

some daily routines is too long. For instance, after lunch children wait to go outside, as other children are finishing their food and staff are tidying up. n The manager and staff understand the importance of working in partnership to support children's individual needs. They work closely with parents and other professionals to risk assess and carry out training to support children's dietary and health needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and her team of staff have a secure knowledge and understanding of their responsibilities to safeguard children. Staff are confident at recognising the indicators that may suggest a child is at risk. The manager ensures that all staff have inductions in the policies and procedures that they must follow. Staff take part in regular training to keep their knowledge of child protection and safeguarding up to date. The manager follows robust procedures to check the suitability of adults working with children. Staff supervise children well and complete regular checks of the environment to ensure that children are not exposed to risk of harm.

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should:

n continue to develop staff knowledge of what all children need to learn next, to consistently challenge children to make the best possible progress n review the organisation of some routines, to maximise time children have to play, and prevent them from having to wait for too long.

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Setting details

Unique reference number EY548686 Local authority Devon Inspection number 10130498 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 2 to 4 Total number of places 32 Number of children on roll 25 Name of registered person Roseway, Zoe-Ann

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reference number

Telephone number 07484 929936 Date of previous inspection Not applicable

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Information about this early years setting

Little Monstarz Pre-School registered in 2017. It operates from St Luke's Church Hall in Newton Abbot, Devon. The pre-school is open Monday to Friday from 8am to 5pm term time only. The setting has five staff. One has a level 5 qualification, two are qualified to level 3 and two are unqualified. The pre-school is in receipt of funding for the provision of free early education for children aged two, three and four years.

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Inspection activities

n The manager gave the inspector a tour of the pre-school and explained how the curriculum is delivered. n The inspector carried out a joint observation of an activity with the manager and discussed its effectiveness. n A sample of documentation was looked at, including evidence of accident records, staff's suitability and qualifications. n A meeting was held with the inspector and manager. n The inspector spoke to parents, staff and children and took account of their views. n The inspector observed the quality of teaching in all areas of the pre-school and the impact that this has on children's progress.

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Inspection activities

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.

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Inspection activities

18 November 2019 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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