Somercotes Stars Pre-School

Inspection of Somercotes Stars Pre- School North Somercotes C of E School, School Lane, North Somercotes, Louth, Lincolnshire LN11 7QB

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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 Inadequate

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The provision is good

Children who attend this setting are supported to gain a deep understanding of themselves and others around them. Staff pay high regard to children's personal, social and emotional development. They care about how children feel and strive to help children understand their emotions. During large-group times, children proudly repeat the affirmations of the day, 'I am important, I am brave'. With support from staff, they go on to explain the different emotions that they are feeling. Staff promote a culture of respect, where children learn to express themselves freely. This creates a friendly community of shared values, where children's mental health and emotional well-being are prioritised.

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The provision is good

After waiting in line patiently for everyone to get ready, children show great enthusiasm as they rush outside to play. Staff have created an outdoor environment that is diverse in learning opportunities. Some children check on the seeds they have recently planted and are excited to see that some are sprouting. Others confidently manoeuvre their bodies as they climb a tree, with close adult support to ensure their safety. A group of children find a bee and demonstrate their prior learning as they explain that the bee is 'our friend', but we must be careful of its spike because it can sting. Children are building their knowledge and using it to navigate the world around them.

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need to do better?

n The manager has ensured the action set following the previous inspection has been met. The overall governance of the setting has been strengthened. Those involved in the running of the setting have followed the necessary recruitment processes. Their suitability to fulfil their roles has been confirmed. n Staff have worked to improve the support they give children's communication and language development, specifically around the pronunciation of words. The manager has provided staff with training opportunities and has monitored their practice through effective performance management. Children learn new words from staff and go on to use this vocabulary in their play. For example, they talk about the paramedics who work in ambulances. n Children are highly motivated to earn stars through following the 'Rainbow Rules'. Staff recognise kind and considerate behaviours, such as when a child tidies away or shares with a friend. The manager explains that this system helps

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need to do better?

children take responsibility for their own behaviour. This encourages children to develop positive social qualities. n Staff offer children a range of opportunities to develop their independence, have choices and become involved in the running of the setting. At breakfast, children choose and prepare their food from a variety of healthy options. This helps them to develop skills such as cutting and spreading. Afterwards, staff encourage

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need to do better?

15 May 2023 children to wash and dry their own plates and cutlery. Through this, children develop a sense of empowerment and autonomy. n The teaching that children receive from staff when they join in with an adult-led activity is engaging and of high quality. Children develop a range of skills and build their knowledge through topic-based learning. Staff ably adapt activities so that children of different ages and abilities progress. For example, older children explore how many sides a certain shape has when creating a collage of a fire engine, whereas younger children learn the name of the shape. n Staff have a good understanding of child development. They know how children learn and can identify different learning needs. However, sometimes, staff are slow to respond when children need support to become deeply involved in their learning. This is more noticeable for younger children who are less independent

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need to do better?

in their play. This means that occasionally some children flit between activities, with reduced focus or concentration. n Staff successfully tailor the curriculum for children with emerging special educational needs and/or disabilities (SEND). They complete training courses to develop their teaching practices. Because of this, all children are making progress. The manager makes some referrals for support from external agencies when this is needed. However, children with SEND would benefit from more- timely referrals to specialist services to gain access to additional help and support without delay.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager has rectified previous concerns and now everyone who has regular contact with children and access to confidential information has had their suitability checked. The manager and staff are confident about their whistle-blowing responsibilities, including who to inform if they have concerns about the conduct of another adult. They can recognise the signs that may suggest a child is at risk in their home or community and know the procedure to follow in such an instance. Children play in a safe and secure environment. Staff can respond correctly to accidents and minor medical emergencies because they are trained in first aid.

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should:

n act promptly when children with emerging SEND are identified, by making timely referrals to specialist services so that children receive targeted support as soon as possible n support staff to respond to younger children quickly and consistently when they are less engaged in learning to help maintain their focus and concentration.

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Setting details

Unique reference number EY451962 Local authority Lincolnshire Inspection number 10266425 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 30 Number of children on roll 49 Name of registered person Somercotes Stars Pre-School Committee

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reference number

Telephone number 01507359330 Date of previous inspection 18 November 2022

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Information about this early years setting

Somercotes Stars Pre-School is located in Louth, Lincolnshire and registered in 2012. The pre-school employs five members of childcare staff. Of these, three hold appropriate early years qualifications at level 2 or above. The pre-school operates Monday to Friday, during term time only. Sessions are from 8am until 6pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke to and interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

15 May 2023 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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