Little Stars Pre-School

Little Stars Pre-School

Unique reference number (URN): EY562816 Address: Unit A16, Fieldhouse Industrial Estate, Rochdale, Lancashire, OL12 0AA Type: Childcare on non-domestic premises Registered with Ofsted: 31/01/2019 Registers: EYR, CCR, VCR Registered person: Little Stars Pre-School Ltd

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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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Children's welfare and wellbeing Needs attention

Since the previous inspection, leaders have taken appropriate action to improve hygiene practices, which promote children's health and wellbeing. Staff gently remind children to wash their hands after going to the bathroom. Staff also help young children to clean their faces. As a result, children learn to understand the importance of developing their self-care skills. Children also have access to fresh drinking water, so they can remain hydrated throughout the day. However, staff give children some unhealthy meals that are ultra processed and high in fat. This does not help children develop a basic awareness of healthy food choices.

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Children's welfare and wellbeing Needs attention

Children have a positive sense of wellbeing in the setting's nurturing environment. Their relationships with staff are generally positive, which help to give them a sense of belonging. Children also develop some awareness of being physically active during outdoor-play activities. They enjoy running, jumping and using the outdoor-play apparatus. At other times, children enjoy jumping on the bouncy castle, which helps them to develop their large-muscle movements. Staff ensure policies are implemented adequately to keep children safe. For example, they ensure that children play outside when the outdoor area is shaded, which helps to protect children from the harmful sunrays.

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Achievement Urgent improvement

Children are not as well prepared for their next stage of education as they should be. This weakness is largely due to the lack of a well-thought-out curriculum and skilful teaching. As a result, children do not learn the basic skills they need to support their future learning. Children's learning happens by chance and is not the result of the setting's curriculum and teaching. Leaders do not place a clear focus on what children need to learn next. Children spend most of their time initiating their own play without effective teaching and direction from staff. Consequently, children are not motivated to try new learning activities, and they do not experience a sense of achievement. This weakness has a detrimental impact on all children, especially those with barriers to learning.

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Achievement Urgent improvement

Weaknesses in the curriculum and teaching mean that children do not develop the essential skills and knowledge that they need for school. For example, children who are not yet proficient in holding a pencil are encouraged to write. This does not help them to build their fine-motor skills and literacy knowledge in the right order. Overall, there are many gaps in children's knowledge, which does not give them a strong foundation for future learning.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders and staff do not ensure that children develop positive attitudes to learning. Staff do not model taking care of the learning environment and nursery resources. For example, staff do not notice when books are strewn across the bookshelf and large teddies are piled on top of the sofa in the book area. As a result, children do not venture to this area to explore books independently. The only time that children experience the joy of stories is when staff provide a space on the carpet at story time. The indoor environment does not provide a positive context to learning. Too often, children are left to occupy themselves without the support or interaction from staff, which affects children's attitudes to learning.

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Behaviour, attitudes and establishing routines Urgent improvement

A strength of the setting is how staff are caring towards children. They speak to children with respect, show them kindness and build a rapport with them. Consequently, children are generally happy in the setting and enjoy the company of their friends and staff, which supports their emotional wellbeing. Parents also comment on the happy environment and how their children enjoy coming to the setting. This is reflected in children's regular attendance and their smiles as they arrive.

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Curriculum and teaching Urgent improvement

Leaders have not ensured that the curriculum is clear about what they want children to know and be able to do. They have not thought carefully enough about the order in which they want children to learn essential information. In addition, leaders have not ensured that staff have a secure understanding of child development, the curriculum and how to teach children. As a result, staff provide mundane activities that do not ignite children's interests or develop their thinking skills effectively.

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Curriculum and teaching Urgent improvement

Staff do not provide high-quality talk to develop children's communication and language, and wider knowledge. For example, as children occupy themselves with toys brought from home, staff do not seize these opportunities to extend children's language.

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Curriculum and teaching Urgent improvement

Staff have undertaken some training on the curriculum. However, this does not have a beneficial impact on the quality of teaching across the nursery. The checks that leaders carry out on staff's work do not spot these issues. This hinders how well staff help children to learn what they need to know. Consequently, children do not develop the knowledge and skills they need for future learning. This has a negative impact on their learning and progress.

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Curriculum and teaching Urgent improvement

Leaders have not made sure that staff understand how to make effective checks of children's curriculum knowledge. This means that staff's teaching does not match what children need. For example, leaders do not ensure that those disadvantaged children who need additional teaching to get them ready for school, receive the necessary support to thrive. Staff do not understand children's individual learning needs or next steps. Due to gaps in the curriculum and teaching, children do not benefit fully from opportunities to practise and revisit learning.

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Curriculum and teaching Urgent improvement

Some aspects of the curriculum are taught adequately. For example, children benefit from the outdoor curriculum, which provides opportunities for them to use their big muscles. They ride on balance bikes and scooters and run vigorously in the fresh air. Children thoroughly enjoy their outdoor play as they develop their physical skills.

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Inclusion Urgent improvement

Leaders have failed to ensure that staff have the confidence, knowledge and expertise they need to meet children's needs effectively. Leaders and staff do not identify or understand children's needs and development. Furthermore, they do not make certain that appropriate support is in place to enable all children, including the most disadvantaged, to belong and thrive. Leaders and staff do not take effective action to reduce what gets in the way of children's successful participation in all that the setting offers.

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Inclusion Urgent improvement

Weaknesses in the knowledge of leaders and staff mean that they are not clear about what children need help with now and next. They do not make adjustments to their support for children's opportunities and experiences. As a result, children's needs, including those with special educational needs and/or disabilities, are not met well enough.

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Inclusion Urgent improvement

A strength of the setting is how well leaders support the care needs of disadvantaged children and those known to children's social care. Leaders and staff work closely with outside professionals, such as social workers, to help keep children safe. For example, staff check children's welfare and attendance closely and report any concerns to leaders promptly. Leaders make effective use of additional funding to enable disadvantaged children to access extra childcare sessions. Although these sessions help to ensure children's safety and welfare, they do not have a positive impact on their learning and development.

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Leadership and governance Urgent improvement

Although leaders have made some improvements since the previous inspection, they have failed to address weaknesses in the curriculum and teaching. This lack of oversight and urgency to improve has resulted in poor educational outcomes for all children.

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Leadership and governance Urgent improvement

Leaders are considerate to staff workload, which has a positive impact on their wellbeing. However, leaders have not supported staff to improve their knowledge and skills. As a result, staff do not understand how they can help children to learn. This lack of support has further impeded children's learning and progress.

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Leadership and governance Urgent improvement

Leaders understand the needs of the community and build links with parents. They provide practical support to parents, such as signposting them to services that can help. This has a positive impact on children's care and wellbeing. Parents appreciate the care that their children receive from leaders and staff. Leaders also understand their duties and liaise with outside agencies to help keep children safe.

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Leadership and governance Urgent improvement

Although leaders have a clear vision on what they want to achieve, they do not have the capacity to make and sustain improvements. Leaders have not identified weaknesses in practice, and they have failed to address some previous breaches. Furthermore, their self- evaluation is overinflated. Consequently, leaders have failed to pinpoint priorities for improvement to ensure better outcomes and experiences for children.

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Compulsory Childcare Register requirements

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

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Register

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

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Voluntary Childcare Register requirements

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

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Register

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

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

Children's individual-learning needs are not supported because leaders do not implement an effective curriculum. This affects how well children achieve in most areas of their learning and development. Children enjoy some of the activities that staff provide, such as playing with stickers and making marks on paper. However, children do not experience high-quality purposeful teaching and learning. This has a detrimental impact on all children, including those who face barriers to learning. Children's learning is further hindered because staff do not understand their capabilities. As a result, children are not guided in their learning. Too often, children are left to initiate their own play. This does not help them to build their knowledge and skills in the right order. Furthermore, children lack motivation and do not develop a positive attitude to their learning. Consequently, children are not prepared for their

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

next stage in learning, including their transitions on to school.

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

Children are generally happy and settled in the setting. As children arrive, they greet their friends with a smile and approach staff for a cuddle. This shows that children feel safe and secure in their environment. Children's awareness of safety is enhanced further as staff teach them important rules. For example, as the fire alarm sounds, children leave the setting with staff calmly and sensibly. They do this without any fuss and know that staff are there to support them. This helps to give children a sense of security.

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

Children have some opportunities to develop their social skills. They sit together on the carpet as staff read them a story. These activities provide some opportunities for children to listen to and talk with their friends and staff. Children also sit at the table for lunch, which is a social occasion. However, some of the meals provided are not balanced and nutritious. This does not promote children's good health.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that the curriculum is well considered and logically ordered so that staff can help children to develop ambitious knowledge and skills 14/08/2026

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Action Completion Date

ensure staff develop their knowledge of child development and how they can enhance children's learning 28/08/2026

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Action Completion Date

provide effective support and supervision for staff so they understand how to teach children to successfully know and remember more of the setting's curriculum 28/08/2026

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Action Completion Date

ensure meals are nutritious and balanced to help children learn about healthy food choices 14/08/2026

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About this inspection

The inspector spoke with leaders, practitioners and parents during the inspection.

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Address:

Unit A16 Fieldhouse Industrial Estate Rochdale Lancashire OL12 0AA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Stars Pre-School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 18:00

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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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Children numbers

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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Children numbers

The inspection started on 17 July 2026. It was paused in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. The Inspector returned on 22 July 2026 to complete 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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