Little Starlings

Inspection of Little Starlings Meare Village Primary School, St. Marys Road, Meare, Glastonbury BA6 9SP

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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

Overall, children arrive confident to part from their parents and/or carers. Staff comfort those new to the setting or unsettled, so children soon feel safe and secure to play and explore. This underpins children's learning and development. Staff implement the curriculum well. Staff plan exciting activities, which capture children's interest and support their development effectively. For example, children are eager to find the resources they need to build a tent. They become confident as they independently select matching size sticks and staff help them to compare them to their own height. Children solve problems as they untie the tangled rope and use it to join the sticks together, building their resilience and willingness to learn when it does not work first time. Staff introduce words such as teepee and encourage discussions about camping. Staff help children to explore their own ideas, such as painting the cover, where they notice how the blue and yellow paint

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The provision is good

Staff promote children's physical development well, indoors, and outdoors. For example, children dance in time to music, changing their movements to assorted styles. They balance with confidence on low beams and climb steps to the tree house, under supervision. Children manipulate a wide range of tools and equipment, building their muscle skills ready for writing.

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need to do better?

n The owner is currently managing the setting. She provides a well organised environment, with a strong focus on enabling children to become independent learners. She spends several hours with parents and children before they start at the setting to get to know them well. Staff quickly identify if children may need additional support. They work closely with parents and other professionals to ensure children receive the help they need to catch up with their peers. n There have been recent changes to staff and the owner has just employed a manager, who has already had a positive impact on children's experiences. For example, she has changed mealtimes so that children no longer spend too much time waiting for their food, as well as providing a more social time. Staff provide good support for older children to develop their independence during routines, such as snacktime. For example, they wash their hands, pour their own drinks,

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need to do better?

and peel fruit. n Staff support children's language skills effectively. They use songs, books, and rhymes to extend children's vocabulary. They engage children in conversations, such as talking about a picture they have brought from home. Children become confident communicators. Although staff plan mathematical activities, they do not all consistently extend and challenge children's mathematical language and knowledge, during routines or in free play.

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need to do better?

26 June 2024 n Children behave well in this inclusive setting. They develop a positive awareness of each other's similarities and differences. Children follow instructions, know the boundaries and are kind to each other because staff consistently support them. Young children enjoy being with the older ones and benefit from learning from them. Children laugh as they have fun learning. n Parents appreciate how staff collaborate with them over potty training children or encouraging better eating habits. Those with children with special educational needs and/or disabilities, confirm the good support they receive. Although all parents see photographs of their children and know the week's activities, they do not all receive regular information on what their children are working on next, to support them better at home. n Overall, the owner/manager evaluates the quality of the provision successfully. She recognises where new or inexperienced staff need greater support and

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need to do better?

helps them to improve. The manager works closely with the reception teacher at the school to ensure they are providing children with the skills they need. One staff member has had training at the school to introduce letters and sounds appropriately to the oldest children, ready for their next stage of learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n focus staff development on supporting children's mathematical skills and language during routines and free play, to extend their knowledge further n provide regular, consistent information for parents on their children's next stages of development, to help them support their children better at home.

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Setting details

Unique reference number 2671412 Local authority Somerset Inspection number 10347136 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

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inspection

Total number of places 26 Number of children on roll 53 Name of registered person Little Starlings Partnership

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reference number

Telephone number 01458 781595 Date of previous inspection Not applicable

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Information about this early years setting

Little Starlings registered in 2022 and is privately owned. It is situated within the grounds of the primary school in Meare, Somerset. It is open Monday to Friday, from 8am until 5pm, all year round. There are six staff, including the owner, one of whom holds qualified teacher status (QTS) and early years professional status (EYPS). Four staff hold an apporpriate early years qualification at level 3 and one at level 2. The setting receives funding to provide free early education for children aged two, three and four years.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The owner/manager and inspector completed a learning walk together to discuss the early years curriculum. n The inspector spoke to staff at convenient times during the inspection and observed the quality of education they provide indoors and outdoors. n The owner/manager and inspector conducted a joint observation of the youngest children engaged in an adult-led activity and discussed the quality of teaching and the impact this was having on children's development. n The inspector spoke with parents and children and took account of their views. n The owner, new nursery manager and inspector discussed the leadership of the setting and the inspector sampled documentation.

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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

26 June 2024 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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