Bright Stars Pre-School

What is it like to attend this early years setting?

Children are confident and happy as they walk into the pre-school. Staff welcome them warmly, helping children feel safe and secure. Children form close relationships with their key person and other staff working with them. Staff show kindness, and children are eager to invite staff into their play.

There is a calm atmosphere across the pre-school. Older children support younger children during their play. They learn to take turns and play cooperatively together. Staff plan interesting activities to help children learn about mathematics. Older children roll dough, matching it to spots and counting as they play. Staff teach younger children to repeat numbers as they point to them. Children's literacy skills develop well. They snuggle in to share a book with staff.

Staff are thoughtful in the resourcing of the environment. Older children are inspired at a table with puzzles. They eagerly search for pieces with a straight edge to be able to begin putting it together. Staff talk to them about transport and what vehicles they may see. Others play in the music area, learning about what sounds they can make with instruments. Staff teach children about 'tempo' and encourage children to make quiet, loud, slow and fast sounds. Children make good progress and develop positive attitudes to learning.

What does the early years setting do well and what does it need to do better?

• Staff provide a stimulating range of carefully thought-out experiences in a well-resourced environment for each age group. They act promptly if children are behind expected development, working together with parents and putting in place additional support. Staff work diligently to ensure children with special educational needs and/or disabilities can reach their potential. They plan activities based on what children know and can do. All children make good progress from their starting points.
• Children's healthy lifestyles are well promoted. The pre-school has a designated garden, which children use in all weather. Children enjoy nutritious snacks prepared by the staff. They sit and discuss which fruits they are going to choose and what they are eating. Their dietary requirements are strictly adhered to. Children pretend to be dentists using a toy doctors kit. Staff talk to children about the importance of oral hygiene.
• Staff encourage children to follow their own interests and make choices for themselves. There is a good balance of individual, small-group, and large-group play, and the environment reflects the emerging interests of children. Children play in a group with a member of staff in the home corner. They tell staff that they are making 'roti bread' and staff then add dough to the activity to support their play.
• Children happily engage in conversations with staff. Children discuss what they have been doing at home and enjoy dressing up as superheroes. Staff support these conversations by showing interest and asking questions. However, at times, staff do not use opportunities to enhance children's learning and give them sufficient time to think, respond and express their ideas.
• Staff's well-being is thoughtfully considered. Staff feel valued and listened to. Regular supervision and team meetings, and staff's professional development, are integral to the management's practice. The manager supports and encourages staff to undertake early years qualifications and a wide range of appropriate training.
• Children develop their independence and sense of responsibility well. Younger children are eager to help to tidy away toys with their peers. In the role-play area, older children put on dressing-up clothes independently. Younger children are encouraged to try, and staff praise their achievements.
• Partnerships with parents are well established and they speak highly of the learning that takes place. Parents comment that the staff are supportive to children and families. They express their gratitude and praise the staff for teaching their children to be independent. Communication is strong and parents are updated regularly with what their children are learning at the pre-school through regular face-to-face conversations and meetings.

What the setting must and should do next

The provider should:

• strengthen staff's questioning techniques to allow children time to think and respond, in order to help them express their own thoughts and ideas.