Staple Hill Stars Pre-School

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

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Children are welcomed into the pre-school by the kind and caring staff team. They are encouraged to hang their belongings on their named coat pegs and self- register before entering their room. Children are supported to feel safe and secure. They form strong relationships with the staff. Children are comforted and reassured as they receive lots of cuddles from the kind and caring staff.

p.2

The provision is good

Children access a wide range of inviting resources and soon settle into their chosen play. They are supported by staff to extend their learning. Children enjoy building towers with large wooden blocks. They learn to play cooperatively and eagerly add blocks to make the tower as tall as the cabinet beside them. Small groups of children initiate their own games. They follow familiar sequences and assign each other roles as they play hide and seek. Children take turns and count to 10 before finding each other. They giggle with excitement as they hide behind the door and wait to be found.

p.2

The provision is good

Children move freely between the indoors and outdoors. They learn to manage risks safely as they build an obstacle course. Children display good physical skill and coordination as they jump from hoop to hoop and hold their arms out to balance on a wooden plank. They are proud of their achievements and excitedly call out, 'I did it!'.

p.2

need to do better?

n Children benefit from a broad and balanced curriculum. They display positive attitudes to learning. Staff regularly observe children's play and skilfully extend their learning in the moment. For example, when young children display an interest in technology, staff swiftly provide them with a computer keyboard. Children look at the letters and symbols on the keys and enthusiastically press the buttons as they pretend to type. n Staff value and celebrate the diverse nature of the pre-school. A large number of children speak English as an additional language. Staff familiarise themselves with keywords in the children's home language to support their communication and understanding at pre-school. They send home voice recorders so parents can record the correct pronunciation of words. This helps staff to better understand children who use their home language at pre-school, and also helps them to correctly pronounce words when using them in return.

p.2

need to do better?

n Staff follow consistent behaviour management strategies throughout the pre- school. They quickly redirect undesired behaviour, such as throwing. Staff are calm in their approach and acknowledge children's desire to throw. They explain that balls are for throwing and suggest going outside to practise this. n Children with special educational needs and/or disabilities are promptly identified

p.2

need to do better?

5 October 2022 and supported well. Staff spend time getting to know children, on a one-to-one basis, to shadow their interactions and assess their level of need. They quickly implement effective strategies to support children to make high levels of progress. n Staff make sure children are familiar with the daily routine of the pre-school. They use visual timetables to support children's understanding of what is happening throughout the day, and what is coming next. However, children's learning is sometimes interrupted as the transition between outdoor play and lunchtime routines is not always effectively managed. For example, when children finish tidying up outside, staff lead children into the room to join an adult-led circle time which is already taking place. This interrupts children's attention and reduces their level of engagement. n The management team are ambitious and strive for excellence. They are

p.2

need to do better?

reflective and identify areas for ongoing improvement. For instance, the managers' plan to enhance the programme for staff's professional development. They explain how they aim to work with individual staff to precisely identify their training needs and further raise the quality of their teaching. n Staff share information about children's learning and development through an online learning journal. They make themselves available at drop-off and collection times to speak with parents and share information as and when it is required. However, on occasions, staff do not share informative feedback with parents about their children's time at pre-school, to support parents to continue or extend it at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff understand their responsibility to keep children safe. They complete regular risk assessments of the environment and children's activities to make sure risks are identified and managed. Staff involve children in discussions about risks so they can learn from an early age how to manage these safely. For example, staff teach older children how to use tools when using the woodwork bench. Staff demonstrate a clear knowledge and understanding of the signs and symptoms that may indicate a child is at risk of harm. They are aware of the procedures to follow in the event of a concern, and know how to contact external agencies should they need further support.

p.3

should:

n review transitions between children's play and adult-led lunchtime routines in the pre-school room, to minimise interruption to children's learning and promote consistently high levels of engagement

p.3

should:

5 October 2022 n support staff to consistently share information with parents about children's time at pre-school, to fully support their involvement and help them to extend children's learning at home.

p.3

Setting details

Unique reference number EY449018 Local authority South Gloucestershire Inspection number 10233838 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 46 Number of children on roll 73 Name of registered person Staple Hill Stars Pre-School LLP

p.5

reference number

Telephone number 01179569888 Date of previous inspection 11 October 2016

p.5

Information about this early years setting

Staple Hill Stars Pre-School registered in 2012. It is located in the Staple Hill area of Bristol. The pre-school is open each weekday from 9am to 3pm, during school term time. The pre-school employs 16 members of staff to work directly with children. Of these, two hold appropriate early years qualifications at level 6 and eight are qualified at level 3. The pre-school is in receipt of funding for children aged two, three and four years.

p.5

Inspection activities

n This is the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the management team and has taken this into account in her evaluation of the pre- school. n The managers and inspector completed a learning walk together and discussed the early years curriculum the pre-school provides. n The inspector carried out a joint observation with one of the managers. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke to staff, children and parents and/or carers at appropriate times during the inspection and took account of their views. n The inspector held a meeting with the management team. She sampled documentation including staff's paediatric first-aid certificates.

p.6

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.

p.6

Inspection activities

5 October 2022 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7