Rising Stars Pre School & Nursery

Inclusion: Expected standard

Experienced leaders support staff to identify children's individual care and learning needs. They get to know the children and their families very well. Staff use astute observations and conversations with parents to establish which children might need additional support in some areas. Parents confirm that their children's individual needs have been taken seriously and acted on by staff. Staff undertake careful, ongoing assessment of children's learning and development to ensure that any changes to their needs can be identified and addressed in timely manner. A focus week on each child provides a clear view of children's ongoing development and how best to plan for their continued learning.

Leaders have a good understanding of the home experiences that can cause a barrier to children's learning and wellbeing. They know how to seek support for such children and/or their families. Leaders ensure that appropriate training is attended to help all staff to understand what could be a barrier to children's learning. They welcome support at all levels to help them identify when additional support might be needed. This includes the support of the local authority. They are appropriately prepared to support children with special educational needs and/or disabilities, should such children attend.

Curriculum and teaching: Expected standard

Leaders have planned and provided a well-resourced environment where children quickly find something that interests them and meets their learning needs. Curriculum planning starts with each individual child's interests and aptitudes. The curriculum is, on the whole, taught well wherever children choose to play. For example, at times, staff use mathematical language as children play in the sand or with construction materials. They also help children to remember the storyline in the book of the month as they play in the home corner. On the whole, staff effectively promote children's ongoing learning during periods of free play. However, at times, the quality of their interactions are not quite as consistent as they could be.

Staff prioritise babies' physical development. They provide lots of opportunities for them to pull themselves up and begin to take their first steps. This includes children who need a little extra support. Group time for the older children is well planned and practiced regularly. Staff confidently teach children songs that enrich their vocabulary to aid their understanding and conversational skills. They provide lots of opportunities for children to repeat and practise what they have learned so that they become secure in their developing skills and knowledge. Group times successfully support children's mathematical understanding and their personal, social and emotional development. Children are effectively taught to take turns, express their ideas,and respect each other.

Achievement: Expected standard

Children speak increasingly well; older toddlers often use the new vocabulary that they are learning in their free play. For example, toddlers exclaim that it is 'still cloudy outside', after they have discussed this earlier at group time. They also chat about the book of the month as they play in the home corner. Children are generally beginning to use mathematical language as part of their play and know how to turn puzzles pieces around until they fit. The use of praise means that children become confident, motivated learners and ready to enjoy the next stage in their development. For example, babies clap their hands excitedly at the praise they receive for repeating the new word or sound they are learning. Older toddlers confidently join in at group time. They can work out what day it is because they have learned to sing the days of the week in order. They sing their friend's name in turn as they say hello or invite them to join in the dance.

Behaviour, attitudes and establishing routines: Expected standard

Staff use group times well to support the older toddlers' personal, social and emotional development. Children confidently recount the 'toddler rules', such as using 'kind hands and listening ears'. This is also reflected at lunchtime when children remember that one of their toddler rules is to say 'thank you' as they are served their lunch. Leaders and staff support children's regular attendance. As children become accustomed to routines and behaviour, they gain the skills they will need for the next stage in their learning.

Staff play close attention to children's individual needs when supporting their learning and behaviour. Staff understand children's behaviour and what it is telling them. Children generally behave very well due to the settled relationships that staff form with them. Children enjoy the cosiness of sharing a book on the sofa. They learn to enjoy books and develop a positive attitude to learning. They benefit from the warm praise they receive for their efforts and successes. This means that children are usually motivated to concentrate at a task, such as painting or stacking the blocks into the trolley. Staff use praise well throughout the nursery. Children beam with pride as staff call 'good job' or 'well done'. However, explicit praise, such as 'good listening' or 'well done for completing the jigsaw', is not used as frequently as it could be, to explain the specific behaviours that are expected of children and extend their understanding.

Children's welfare and wellbeing: Expected standard

Care practices support children's health and safety according to their needs or age-group. For example, outdoor shoes are not allowed in baby areas so that non-mobile babies can play on a clean, hygienic surface. Staff follow their recent training and published guidance to ensure that children eat and sleep safely. For example, children are closely supervised when eating. Hair accessories are removed at nap time to avoid any injuries, and children are monitored at all times.

Children are helped to manage their personal care and hygiene routines, promoting positive, healthy habits. They enjoy the healthy meals and snacks and develop very pleasant table manners. They learn to wash their hands before eating and after outdoor play. Children are beginning to understand and manage their emotions and responses. Toddlers recount that they must always use kind hands.

On the whole, the small outdoor area is used appropriately to support children's development and wellbeing. However, the youngest children, who are accommodated upstairs, do not have the same regular access to the outdoor area that the older children enjoy and benefit from. When babies are taken outside, they do have great fun, clapping their hands with excitement at a sudden downpour of rain. They enjoy developing their strength and balance on the wheeled toys and playing in the sand or water. However, these opportunities are not as frequent as they could be.

Leadership and governance: Expected standard

There have been recent changes to roles and responsibilities at management level. Leaders have supported the changes effectively. Those who are new to leadership are motivated and well supported in their professional and personal lives to help them in their role. Leaders plan training to enhance staff's knowledge and skills to support children's experiences. Leaders have a clear plan to continue to improve practice and the experiences that all children have. They acknowledge the minor inconsistencies in staff's confidence in their interactions with children and how these affect them to support children even further in their learning. Monitoring the provision and modelling good practice are not yet having the full impact that they could. Leaders are keen to take any advice; they particularly value the support of the local authority and welcome inspection as part of this process.

On the whole, leaders work well with parents at the outset of care arrangements. There is a good two-way flow or information, which helps children to settle as well as they can. Where difficulties have arisen, they are proactive in attempting the remedy the matter. Parents comment very favourably on the information received. They particularly like their child's focus week and the information that they receive in the online application throughout the day.