Little Stars

What is it like to attend this early years setting?

Children have strong bonds with staff in this welcoming pre-school and show friendly behaviour towards their friends, staff and visitors. As children arrive, they smile as they wave goodbye to their parents before confidently exploring their environment. Quieter children are supported by staff to gain confidence as they give them one-to-one support and encouragement to engage in activities. New children are given reassuring cuddles to help them settle. Staff are good role models. Pre-school children are supported to share resources as they take part in a potion-making activity. They react positively to staff as they are encouraged to pass the glitter to share with their friends. Staff teach children how to use a safety knife so they do not hurt themselves as they carefully chop fruit.

Children actively engage in activities, both inside and outside, showing a positive attitude towards their learning. Toddlers develop their physical skills as they make play dough. Staff encourage them to use a spoon as they role model how to mix the ingredients. Children say the play dough is 'sticky' as they learn to fold in more flour using their fingers, to make it less sticky. Children develop a love of books as they freely access these to look at independently. Staff extend children's vocabulary and knowledge as they discuss the different parts of a boat as they read to them.

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

• Staff know the children extremely well. As children start at pre-school, staff find out about their interests from their parents and what they already know and can do. Staff carry out termly assessments and plan activities using their interests to engage children in their learning and to further their development.
• Children with special educational needs and/or disabilities and those who speak English as an additional language are supported well. For example, staff ask parents for keywords in their home language to use in the pre-school alongside English words. This helps to ensure all children make good progress in their learning. Staff work well with other professionals, such as health visitors. They support children and their families when needed.
• Since the COVID-19 pandemic, staff report some children need additional support to develop their speech and language skills. Staff introduce a selection of new words each week to enhance children's vocabulary. They encourage children to talk about objects they bring in from home with their friends to build their confidence. Children have access to a 'home library', where they can select books to take home and share with their parents, further developing their love of books.
• Staff plan a variety of activities that cover the seven areas of learning. Toddlers learn about shapes and sizes as they cut play dough with different-sized cutters.
• Pre-school children excitedly take part in a fruit-tasting activity. Staff introduce to them what a kiwi is and encourage them to use their senses to describe what it tastes and feels like. Staff praise children as they say it is 'delicious.' Staff introduce words such as 'sour' and 'spikey' to describe it. However, on occasion, staff do not give children enough time to think about and respond to the questions they ask. This means that children do not always have the chance to share their ideas and thoughts.
• Staff encourage toddlers to develop their independence as they put their coats on to go outside. Pre-school children confidently pour their own drinks at snack time. As children wash their hands, staff sing a song to remind them to use soap to keep them clean. This helps children to learn what a good hygiene routine is.
• Parents say that their children have good relationships with staff and that their confidence has grown since attending the pre-school. Staff share information with parents regarding the activities children take part in and discuss their development during parent meetings. However, some parents report that they do not always know what their children's next steps in learning are or how they can continue this learning at home.
• Staff report that the management team is 'wonderful.' The management team carry out regular supervision with staff, giving staff time to discuss their professional development and well-being. Training is offered to support staff to further develop their practice. For example, in-house training was delivered to raise staff's understanding of how learning intentions can be taught during planned activities.

What the setting must and should do next

The provider should:

• provide children time to think about and respond to questions, allowing them to share their ideas and thoughts during activities
• strengthen ways to share information with parents about children's individual learning needs and how to continue learning at home.