Growing Stars Pre-School Ltd

What is it like to attend this early years setting?

Children enjoy their time at this welcoming setting. Staff pay attention to understanding each child, particularly noting their interests. This enables them to offer children pertinent support and activities that engage them. This plays a significant part in helping children to settle. Staff demonstrate positive attitudes and show their belief in children's abilities. Children respond to this and approach activities enthusiastically. For example, they work with staff to build a 'water wall', considering the materials needed and learning to use new resources to fix items to the wall. This positive environment supports children in gaining the skills that underpin their learning.

Staff support children to understand their feelings and to express these appropriately. For example, children put their names into labelled boxes that describe their emotions. With sensitive assistance from staff, children are learning to settle minor disputes and organise sharing. Staff offer ongoing explanations that aid children in understanding safety. For instance, when using larger play equipment, children know that they need to allow space for others to climb on and off safely. Good daily practice, such as washing hands before eating, aids children in learning about healthy practices. Staff complete specific training, including in oral hygiene, enabling them to offer children further support.

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

• Staff demonstrate a genuine enjoyment of their work and their commitment to reviewing this and developing the pre-school. Practical supervision further supports this and enables staff to identify training needs and develop their practice. Staff report that they feel valued and well supported.
• Staff's good understanding of the pre-school's curriculum enables them to break this down so that they build logically on what children are learning. They aim for high standards, while keeping each step realistic and meaningful to every child. Robust monitoring supports staff in checking that all children are making good progress and enables them to address any weaker areas. Staff use additional funding effectively to further promote children's learning.
• Well-planned activities offer children opportunities to use their senses as they play and explore. For example, children making coloured dough note the changing texture. They use their sense of smell as they add spices, going on to describe how they can see the dough changing as they add colouring.
• The provision of interesting resources supports children well in developing their language and communication skills and their enjoyment of books. For example, children sitting outside choose 'story stones' to create their own storylines. They use their good language skills, for example, as they describe the 'deep, dark tunnel'. They then choose books to give them further inspiration.
• Children with special educational needs and/or disabilities are well supported by the staff team and this is a key strength of this setting. Staff work hard to recognise and understand children's needs. They work closely with parents and other professionals, ensuring that children's care is consistent and their development is promoted.
• Thoughtful procedures support children well in recognising differences. For instance, children enjoy many visits to local facilities, such as the post office, supermarket and forest centre, helping them to appreciate their community. They gain a knowledge of the wider world, for example, when parents visit and share traditional dances and food.
• Staff usually build on children's play and give them time to answer questions. However, on occasion, staff do not provide enough challenge during some activities to help children think critically and make the best possible progress in their learning.
• Staff pay attention to children's needs and interests, varying activity planning to accommodate these. However, sometimes, staff follow daily routines more rigidly, such as at times of transition before lunch. At these times, children who are engrossed in their play or in group stories are interrupted and cannot easily pursue their ideas and learning.
• Parents speak highly of the pre-school. They praise staff and particularly note how well staff know the children and use their interests to engage them. Staff communicate well with parents and offer practical ideas to aid them in building on their children's learning.

What the setting must and should do next

The provider should:

• extend the opportunities for children to think critically and solve problems during their play and activities
• review daily routines, such as at times of transition at lunchtime, so that all children can remain engaged and have opportunities to continue their play when appropriate.