Rising Stars Pre School & Nursery

Rising Stars Pre School & Nursery

Unique reference number (URN): 2503026 Address: York Way, Willerby, Hull, East Yorkshire, HU10 6HD Type: Childcare on non-domestic premises Registered with Ofsted: 05/11/2018 Registers: EYR, VCR Registered person: Rising Stars (Hull) Limited

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

Children speak increasingly well; older toddlers often use the new vocabulary that they are learning in their free play. For example, toddlers exclaim that it is 'still cloudy outside', after they have discussed this earlier at group time. They also chat about the book of the month as they play in the home corner. Children are generally beginning to use mathematical language as part of their play and know how to turn puzzles pieces around until they fit. The use of praise means that children become confident, motivated learners and ready to enjoy the next stage in their development. For example, babies clap their hands excitedly at the praise they receive for repeating the new word or sound they are learning. Older toddlers confidently join in at group time. They can work out what day it is because they have learned to sing the days of the week in order. They sing their friend's name in turn as they say hello

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff use group times well to support the older toddlers' personal, social and emotional development. Children confidently recount the 'toddler rules', such as using 'kind hands and listening ears'. This is also reflected at lunchtime when children remember that one of their toddler rules is to say 'thank you' as they are served their lunch. Leaders and staff support children's regular attendance. As children become accustomed to routines and behaviour, they gain the skills they will need for the next stage in their learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff play close attention to children's individual needs when supporting their learning and behaviour. Staff understand children's behaviour and what it is telling them. Children generally behave very well due to the settled relationships that staff form with them. Children enjoy the cosiness of sharing a book on the sofa. They learn to enjoy books and develop a positive attitude to learning. They benefit from the warm praise they receive for their efforts and successes. This means that children are usually motivated to concentrate at a task, such as painting or stacking the blocks into the trolley. Staff use praise well throughout the nursery. Children beam with pride as staff call 'good job' or 'well done'. However, explicit praise, such as 'good listening' or 'well done for completing the jigsaw', is not used as frequently as it could be, to explain the specific behaviours that are expected of children and

p.2

Children's welfare and wellbeing Expected standard

Care practices support children's health and safety according to their needs or age-group. For example, outdoor shoes are not allowed in baby areas so that non-mobile babies can play on a clean, hygienic surface. Staff follow their recent training and published guidance to ensure that children eat and sleep safely. For example, children are closely supervised when eating. Hair accessories are removed at nap time to avoid any injuries, and children are monitored at all times. Children are helped to manage their personal care and hygiene routines, promoting positive, healthy habits. They enjoy the healthy meals and snacks and develop very pleasant table manners. They learn to wash their hands before eating and after outdoor play. Children are beginning to understand and manage their emotions and responses. Toddlers recount that they must always use kind hands.

p.2

Children's welfare and wellbeing Expected standard

On the whole, the small outdoor area is used appropriately to support children's development and wellbeing. However, the youngest children, who are accommodated upstairs, do not have the same regular access to the outdoor area that the older children enjoy and benefit from. When babies are taken outside, they do have great fun, clapping their hands with excitement at a sudden downpour of rain. They enjoy developing their strength and balance on the wheeled toys and playing in the sand or water. However, these opportunities are not as frequent as they could be.

p.3

Curriculum and teaching Expected standard

Leaders have planned and provided a well-resourced environment where children quickly find something that interests them and meets their learning needs. Curriculum planning starts with each individual child's interests and aptitudes. The curriculum is, on the whole, taught well wherever children choose to play. For example, at times, staff use mathematical language as children play in the sand or with construction materials. They also help children to remember the storyline in the book of the month as they play in the home corner. On the whole, staff effectively promote children's ongoing learning during periods of free play. However, at times, the quality of their interactions are not quite as consistent as they could be.

p.3

Curriculum and teaching Expected standard

Staff prioritise babies' physical development. They provide lots of opportunities for them to pull themselves up and begin to take their first steps. This includes children who need a little extra support. Group time for the older children is well planned and practiced regularly. Staff confidently teach children songs that enrich their vocabulary to aid their understanding and conversational skills. They provide lots of opportunities for children to repeat and practise what they have learned so that they become secure in their developing skills and knowledge. Group times successfully support children's mathematical understanding and their personal, social and emotional development. Children are effectively taught to take turns, express their ideas,and respect each other.

p.3

Inclusion Expected standard

Experienced leaders support staff to identify children's individual care and learning needs. They get to know the children and their families very well. Staff use astute observations and conversations with parents to establish which children might need additional support in some areas. Parents confirm that their children's individual needs have been taken seriously and acted on by staff. Staff undertake careful, ongoing assessment of children's learning and development to ensure that any changes to their needs can be identified and addressed in timely manner. A focus week on each child provides a clear view of children's ongoing development and how best to plan for their continued learning.

p.3

Inclusion Expected standard

Leaders have a good understanding of the home experiences that can cause a barrier to children's learning and wellbeing. They know how to seek support for such children and/or their families. Leaders ensure that appropriate training is attended to help all staff to understand what could be a barrier to children's learning. They welcome support at all levels to help them identify when additional support might be needed. This includes the support of the local authority. They are appropriately prepared to support children with special educational needs and/or disabilities, should such children attend.

p.3

Leadership and governance Expected standard

There have been recent changes to roles and responsibilities at management level. Leaders have supported the changes effectively. Those who are new to leadership are motivated and well supported in their professional and personal lives to help them in their role. Leaders plan training to enhance staff's knowledge and skills to support children's experiences. Leaders have a clear plan to continue to improve practice and the experiences that all children have. They acknowledge the minor inconsistencies in staff's confidence in their interactions with children and how these affect them to support children even further in their learning. Monitoring the provision and modelling good practice are not yet having the full impact that they could. Leaders are keen to take any advice; they particularly value the support of the local authority and welcome inspection as part of this process.

p.4

Leadership and governance Expected standard

On the whole, leaders work well with parents at the outset of care arrangements. There is a good two-way flow or information, which helps children to settle as well as they can. Where difficulties have arisen, they are proactive in attempting the remedy the matter. Parents comment very favourably on the information received. They particularly like their child's focus week and the information that they receive in the online application throughout the day.

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

What it's like to be a child at this setting

Children are happy and settled due to their trusting relationships with staff and firm friendships that they establish with their peers. They learn to operate independently in the safe, homely environment. Children show that they feel safe with the staff as they snuggle comfortably with them when they wake up, or share a story on the sofa.

p.5

What it's like to be a child at this setting

Children learn to follow useful routines for group times. They listen to adults and heed what they say. This promotes their learning and wellbeing. The older children are motivated to join in at group times. They confidently recount the 'toddler rules' of using kind hands and walking feet. They are developing pleasant manners and often remember to say 'please' and 'thank you'; they are sensitively reminded it they forget. Babies' wellbeing is effectively supported by sensible routines for their health and wellbeing. They become used to the routines for lunch and having their nappy changed.

p.5

What it's like to be a child at this setting

Children enjoy their developing independence, confidence and physical skills. Parents confirm that children's progress in these areas has been particularly successful because staff understand their children's individual needs so well. Babies have great fun as they negotiate the steps up to the slide and clap their hands excitedly as they land at the bottom. They are excited as they stack the blocks into the trolley and transport them across the room. Older children concentrate well and develop their fine motor skill as they paint the paper plates or areas outside. They confidently sing songs about the weather or the days of the week. They skilfully take turns to sing hello to their friends and invite them, by name, to join in with the dancing.

p.5

Next steps

Leaders should provide an even smoother flow to the day for babies, which includes their increased access to the outdoor play area, for example by reviewing routines in the upstairs room. Leaders should continue to monitor practice and provision to further improve staff confidence in teaching children during periods of free play, for example, by adding mathematical language and explicit praise more regularly.

p.5

About this inspection

The inspector spoke with the leaders, practitioners, special educational needs coordinator, children and parents during the inspection.

p.5

About this inspection

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

p.5

Address:

York Way Willerby Hull East Yorkshire HU10 6HD

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Rising Stars (Hull) Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.6

Address:

Local authority: East Riding of Yorkshire

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Age range of children at the time of inspection

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

Age range of children at the time of inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

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

Urgent improvement

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

p.7

Urgent improvement

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

p.8