North Star Preschool

What is it like to attend this early years setting?

Children settle at the pre-school very quickly, demonstrating that they feel happy and secure. They are greeted individually on arrival, as they eagerly enter the building and hang up their coats. The day starts with a well-organised and engaging register time. Children learn to wait their turn and follow the group rules, as uplifting morning songs are sung with exciting pop-up props. This leaves the children happy and ready to start the day. Children are motivated to make choices. For example, they collect and clear away their own bowls and cutlery at mealtimes, demonstrating high levels of independence before quickly becoming occupied in their chosen activity.

As soon as the door opens to the garden, children excitedly access the range of equipment. They learn to take risks and develop their coordination as they carefully walk across the balancing beam and onto tree stumps without falling. They explore the natural surroundings as they carefully handle and learn about the worms they find while digging. Older children, with the support of staff, demonstrate problem-solving skills as they decide what tools are needed to get through harder areas of soil and how to transport it.

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

• Staff form good bonds with their key children and get to know them very well. They plan a range of educational activities in accordance with the children's interests and development, making learning familiar and meaningful. They plan carefully for the children's next steps in learning and use effective teaching methods to help each child achieve their potential. For example, children with English as an additional language are given additional support and provided with fun games. This involves following the child's lead and listening carefully without interrupting.
• Staff encourage children to care for their environment. For instance, they help clear away tables after snack times and when music is played children automatically stop what they are doing and happily dance and tidy up.
• Children with special educational needs and/or disabilities and those who receive additional funding are supported very well. Those who need it receive additional support and well-tailored experiences to help close gaps in their learning. For example, children needing support with developing their language are given consistent opportunities to hear and use spoken vocabulary through small-group games.
• Children are taught about different cultures and the setting celebrates diversity. Staff find out about the cultures relevant to the children that attend and ensure their traditions are celebrated. The children explore the traditional food, music, dance and language of different countries.
• Behaviour in the setting is good because staff hold high expectations and act as good role models. Children show kindness and respect towards each other. For example, they praise their friends for counting as they place cereal hoops, one by one, on a stick of spaghetti. Children take part in fun activities and develop their imagination. They practise making different movements on paper including lines and circle motions using their fine-motor skills. These are then made into letters to take to the post office role-play area.
• Staff work well together as a team and provide a positive environment. The manager supports their professional development by providing lots of different training. Self-evaluation is of great importance and managers regularly observe performance. Positive recommendations for improvement are made regarding practice, ensuring that a good quality setting is maintained.
• Staff help the children make their own play dough and investigate the different colours and textures. The children enthusiastically explore the different tools, such as rolling pins, paper cases, baking trays and cutters to make cakes. They demonstrate very good concentration skills and stay at activities for extended periods. This allows them to practise and refine their skills.
• Staff encourage children to be physically active outdoors. Children develop control and coordination. For example, they use a range of tools as they dig and transport mud in the nature corner. However, not all areas of the garden are thoroughly checked carefully beforehand and some of the equipment was very wet and dirty on the day of the inspection.

What the setting must and should do next

The provider should:

• maintain and check the equipment in the garden to ensure it is suitable and ready for children to use.