Little Stars Pre school

Inspection of Little Stars Pre school Thomas Russell Infant School, Station Road, Barton under Needwood, Staffordshire DE13 8DS

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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

Children are well-cared for from the moment they arrive at this friendly pre-school. Staff are kind and get to know children well. They use their good knowledge of the children in their care to provide a stimulating learning environment. Children make independent choices in their play and swiftly engage in activities alongside their friends. They benefit from plenty of opportunities for fresh air and exercise. Children enjoy the time they spend outdoors and develop good physical skills. They show good balance and coordination in using apparatus, such as the obstacle course. The experienced and committed staff ensure an inclusive environment for all children and their families.

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The provision is good

Staff work hard to create a curriculum that has the children's interests and needs at the centre. They focus on any gaps in children's development to ensure these are promptly addressed. Staff support early writing skills. For instance, children use tools, such as brushes to draw, create patterns and form shapes with different materials. There are opportunities for children to investigate and problem-solve. For example, children pour water down water chutes. They realise that they need to place containers underneath to catch the water. Staff help children to feel valued in this warm and caring setting.

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need to do better?

n Staff have a clear curriculum which focuses on building children's social skills, communication and language, and independence. The curriculum is designed to continually build on the skills that children need to be successful learners. Staff collect information from parents about what their children can do when they first join, to fully understand children's starting points in learning. They provide learning activities that are based on current themes, children's on-going progress and their interests. n Staff use their observations effectively to identify children's next steps in learning. Regular assessments of children's learning enable staff to quickly identify when children would benefit from further support. Staff use their knowledge to plan individual learning for all children. This helps children to make good progress in their development. n There are good transition procedures in place to support the children when they

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need to do better?

move to school. Staff have good links with their local primary school. They work well with other professionals to provide appropriate support and continuity in learning for children with special educational needs and/or disabilities. Staff use additional funding successfully to support individual children's developmental needs. However, staff are not yet as successful in developing working partnerships with other settings that children attend. n Staff support children's communication and language development effectively.

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need to do better?

6 September 2024 They speak clearly and model the correct pronunciation of words. Staff introduce new vocabulary, which builds on children's knowledge and curiosity. For example, children are engaged in conversation as they examine a spider they find in the garden. Children enjoy involving staff in their play. Staff talk to children as they play together and promote their developing vocabulary. n Children form secure bonds with their key person and other staff. Staff are skilful at managing children's behaviour, using every opportunity to model respect for each other. Children begin to learn about the needs of others, share toys and start to play cooperatively. This fosters a caring culture among all children. Staff encourage children to follow good hygiene routines, such as regularly washing their hands and encouraging them to make healthy food choices. n Partnerships with parents are good. Parents feel involved in their children's

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need to do better?

learning. Staff find out what children's interests are at home and take into consideration what parents want children to learn. This contributes to children's good levels of motivation and parents' continued support and engagement in continuing children's learning at home. n Staff form a strong team and show a commitment to improving outcomes for children. They attend a range of training opportunities to further their professional development. Staff are passionate about ensuring that every child is supported to grow and develop. Staff feel well supported and valued. This provides stable and familiar support for children and their families.

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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 develop partnerships with other settings that children attend to promote continuity in children's learning and development.

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Setting details

Unique reference number 2687611 Local authority Staffordshire Inspection number 10360496 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 24 Number of children on roll 25 Name of registered person Little Stars Pre-School Barton Limited

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reference number

Telephone number 07944518281 Date of previous inspection Not applicable

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Information about this early years setting

Little Stars Pre school registered in 2022. The pre-school employs three members of childcare staff. Of these, one holds an appropriate early years qualification at level 6 and two hold level 3. The pre-school opens from Monday to Friday, term- time only, and operates from 8.50am until 3.20pm. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic. The inspector discussed the impact of the pandemic with the providers and has taken that into account in their evaluation of the setting. n The inspector and the pre-school providers completed a learning walk across all areas of the nursery to understand how the early years provision and the curriculum is organised. n A joint observation of a teaching activity was carried out by the inspector and the pre-school provider. n The inspector spoke to children, staff and parents at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n A meeting was held between the inspector and the pre-school providers.

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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

6 September 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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