Shining Starz Pre-School

Shining Starz Pre-School

Unique reference number (URN): 2783166 Address: St. Edward the Confessor Catholic Church, 5 Park End Road, Romford, RM1 4AT Type: Childcare on non-domestic premises Registered with Ofsted: 22/03/2024 Registers: EYR Registered person: Filipi, Lindita

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Expected standard

In the main, children make steady progress through the curriculum. They typically benefit from the particular focus placed on their acquisition of communication and language skills. On occasion, they do not have consistent opportunities to extend their sentences. This leads to children not consistently hearing the vocabulary they need to progress in verbal communication.

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Achievement Expected standard

Children are confident and motivated learners. They happily engage in activities and are excited to try new things. During a physical activity session, the children explored different ways to move from one end of the mat to another. They shared their ideas with each other and with careful support could extend their understanding of movements. This supports children to demonstrate strength, balance and coordination when playing.

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Achievement Expected standard

Throughout their time at nursery, children develop their ability to focus attention and maintain high levels of concentration. As they dig in the growing area, children become completely immersed in the activity of looking for worms. The repetition of this activity supports children to know more and remember more.

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Behaviour, attitudes and establishing routines Expected standard

Routines and transitions within the nursery are well embedded. Overall, children know what is expected of them. For instance, when practitioners make a clapping signal, children know it is time to tidy up and gather on the carpet. Children support each other with this transition and are keen to share when some children are not on task. This supports children to feel safe and secure and know what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and practitioners typically have high expectations of behaviour. This is communicated with parents and carers effectively, as well as children. Children generally play alongside each other with care and respect. Practitioners are aware of children's individual needs and actively support them in their play. These commonly understood expectations of behaviour support children to work collaboratively. Leaders actively promote children's attendance and punctuality. There are policies are in place to call parents by a certain time in the morning if children are not in. This helps to keep children safe and fosters a culture of safeguarding.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners generally consider the children's age and stage of development in this mixed- age group nursery. They encourage older children to act as role models for the newer children. Children excitedly take on this role and demonstrate what is expected of them. For instance, during a painting activity, children show newer children how to use the paint pallets. They are familiar with the step-by-step process and share this with ease. Opportunities for these high-quality interactions allow children to develop their independence and confidence in their ability to achieve.

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Children's welfare and wellbeing Expected standard

Hygiene practices support children's health and control of infection. Practitioners display a step-by-step guide to support children in the processes of washing their hands, and regularly refer to this. Children excitedly point out the practitioners in the pictures. This supports children to understand how to keep their bodies safe.

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Children's welfare and wellbeing Expected standard

Children are independent learners. They help with the setting up of the snack table and discuss what snacks are available. Practitioners use this routine to develop children's understanding of how to keep their bodies healthy. This supports children to stay safe and builds their lifelong learning of how to keep their bodies healthy.

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Children's welfare and wellbeing Expected standard

Practitioners typically follow safer eating practices. They supervise children while eating and encourage conversations about what makes them healthy and foods to avoid. Children are keen to talk about what they eat at home and what they have in their packed lunch boxes.

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Children's welfare and wellbeing Expected standard

Practitioners support children's physical development. The curriculum enables them to learn and practise what they need and to build on what they already know. Children have access to a small outdoor area with a variety of activities to support their physical development. They delight in jumping up and down as practitioners skilfully describe the effects of exercise on their bodies.

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Children's welfare and wellbeing Expected standard

The key-person system is effective. Children seek comfort from their key persons when they are feeling distressed. This support allows them to feel safe and secure. Practitioners label the emotions that children are feeling and discuss what can be done to make them feel better. This gives children the ability to understand what their body is telling them and how to resolve it.

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Curriculum and teaching Expected standard

Leaders understand what high-quality curriculum and teaching looks like. They regularly monitor practitioners' practice and use reflective discussions to help to shape and bring about improvements. In the main, practitioners support children's developmental needs well. They are enthusiastic and this enthusiasm spreads to children, who eagerly join in. The effective curriculum design covers all areas of learning. This ensures children are supported in all the areas of development. Practitioners sequence and teach mathematics explicitly and well. Children join in with counting how many children are present. They use the language of comparison, when considering whether there are more boys or girls. Practitioners expose children to the sequence of numbers and encourage them to practise them in their play.

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Curriculum and teaching Expected standard

The curriculum for mathematics and understanding of the world is well embedded. Children discuss what they did yesterday and what they are going to do today. They develop the ability to focus attention, listen and respond to others, allowing them to maintain high levels of concentration. However, on occasion, practitioners do not consistently extend what children are saying. This means children do not always hear the vocabulary they need to create complex sentences. Typically, leaders and practitioners meet the needs of children with special educational needs and/or disabilities. They adapt the environment and teaching to support their needs. New children with emerging needs receive support during group times. Practitioners skilfully support children's play, while introducing some of the concepts they learned during large- group time. This ensures all children have access to a high-quality curriculum pitched at the

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Inclusion Expected standard

Practitioners identify children's needs swiftly and accurately. Leaders and practitioners continuously observe children and have a secure understanding of child development. This allows them to identify gaps in children's learning and put strategies in place to allow them to catch up. On occasion, these well-embedded strategies are not consistently used. For example, some children who require a now and next board do not have consistent access to this when transitioning in the nursery. This means, at these times, children do not clearly understand what is expected of them.

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Inclusion Expected standard

Leaders ensure that external agencies are involved to allow professional support for children. Practitioners generally implement additional strategies to support children's communication. Through the use of these strategies children are generally able to close gaps any their development and make progress.

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Inclusion Expected standard

The curriculum is differentiated to support the needs of all children. Some children find picture cards with their photo on and others find them with just their names. This helps to tailor the activity to their particular need and their next steps, allowing them to make progress at their own rate.

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Inclusion Expected standard

All children, including disadvantaged children and those with special educational needs and/or disabilities, make progress from their starting points. The nursery has clear systems in place that allow for early identification and support to be implemented. During the 6-week settling-in period, practitioners built secure relationships with children and their families. They signpost them to external agencies, such as to support with their child's physical development. This system ensures children get the right support when they need it.

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Leadership and governance Expected standard

Leaders have a clear and ambitious vision for the nursery. They have a passion for supporting children with special educational needs and/or disabilities. Leaders build professional relationships with external agencies, such as speech and language therapists and occupational therapists. This ensures children's needs are typically being met.

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Leadership and governance Expected standard

Leaders support disadvantaged children well. For example, the use of early ears pupil premium is closely aligned with the nursery's priorities for improvement. Leaders look carefully at children's interests and gaps in their learning to provide the right resources to close the gap. Some of the additional funding is used to bolster their reading curriculum. For example, leaders have purchased books and puppets that extends children's interest in books. Leaders have a clear vision for providing high-quality education and care that prepares children for the next stage in their education. They usually accurately assess the quality of interactions and suggest what training is needed. Leaders have established a culture of continual improvement, in which everyone is keen to improve. They display posters as an aide memoir for practitioners to support children's language acquisition. This continual cycle of development ensures the provision for children is of a high quality.

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Leadership and governance Expected standard

Leaders take into account practitioners' wellbeing and make sure their workload is manageable. During regular supervision sessions and meetings, practitioners discuss any challenges they may be facing and areas for professional development. This helps to improve the quality of provision and fosters a culture of improvement and belonging.

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Leadership and governance Expected standard

Leaders liaise with other professionals to support transitions out of the nursery. For example, they invite teachers from the local primary school to visit the nursery to gain more information about some of the children attending their school in September. This ensures continuity of care for children and builds on the already well-established foundations.

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

Children are excited to come to nursery and happily enter with their parents and carers. Upon arrival, children find their name cards and place them on the board to say that they have arrived. This supports children to feel safe and secure and part of the setting. Children enter the large, bright playroom and independently find their peg to place their belongings. They are greeted warmly and discussions with their parents take place. These important interactions ensure children feel like they belong, which in turn allows them to achieve.

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

Children experience a broad and balanced curriculum with communication and language being at the heart of all that they do. They discuss with practitioners and their peers what they have been doing in the evening. This generally supports children's ability to recall past events and think beyond the here and now.

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

Children with barriers to their learning are well supported. Practitioners correctly identify children's needs and swiftly put in place strategies to support their learning and development. Children typically benefit from symbols to aid their communication.

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

Relationships between children and practitioners are sensitive and responsive. Typically, children are happy and settled. They engage in activities suited to their level of development. For example, during a bubble-blowing activity, practitioners adjust their

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Address:

St. Edward the Confessor Catholic Church 5 Park End Road Romford RM1 4AT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 22/03/2024 sentence structure to support the varied needs of the children in the group. This allows children to build on what they already know and close gaps in learning.

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Address:

Children attend regularly and this is promoted by all the team. The system for monitoring attendance enables children to stay safe. Through regular attendance, children develop the behaviour and attitudes expected of them, allowing them to thrive.

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Next steps

Leaders should support practitioners to extend children's sentences by repeating what they say and adding vocabulary to allow children to broaden their sentence structures and grammar. Leaders should support practitioners to consistently use the well-established strategies, such as visual prompts, to support children's understanding of language.

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About this inspection

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

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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 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. Registered person: Filipi, Lindita

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About this inspection

Operating hours: Monday,Tuesday,Thursday,Friday : 08:30 - 16:00

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Facts and figures used on inspection

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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