Rivenstars Early Education

What is it like to attend this early years setting?

Children are welcomed into this truly inspiring, language rich environment. This has been carefully designed and created by a highly professional, knowledgeable, and inspirational manager, and her team of equally motivated and nurturing staff. All children flourish and make exceptional progress. The staff have excellent knowledge of the children in their care. They have a detailed understanding of what the children can do, their likes and interests and what they need to achieve next. The staff pitch their quality teaching at the highest level and the children excel in their development.

Children have established secure and close attachments with their key person and happily leave their parents with ease. They enthusiastically engage in exciting and meaningful activities of their choice. For example, children relish making their own play dough and talk about needing more water as the mixture is too dry. Other children show sustained levels of concentration and persevere as they master the challenge of using a pasta making machine. They confidently and carefully feed the dough through the machine and delight in turning the handle. They are clearly thrilled and proudly talk about the sheets of dough they make being smooth, visibly delighted in learning this new skill. Children's behaviour is exemplary.

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

• The manager is inspirational and oozes enthusiasm, which is infectious and is shared by her team of staff. She has a clear vision and drive to provide the highest quality care and education. Priority is given to support staff for their own continuous professional development to maintain the outstanding care that children receive. All staff comment that their own well-being is considered, and they thoroughly enjoy every day at work.
• Parents speak extremely highly of all aspects of care and education their children receive. They comment that the pre-school has exceeded all their expectations and that their children have made superb progress. Parents comment that they are amazed with how confident, sociable and independent their children are since attending. Parents also speak of the brilliant and compassionate staff and feel totally welcome and supported should they have any issues they want to discuss.
• Children's behaviour is excellent. They show kindness to one another, share resources, and take turns in games. They respectfully listen to their peers and follow the instructions of the staff, who are superb role models. Children learn how to regulate their behaviour and learn new words to explain how they are feeling, as great emphasis is given to their emotional well-being.
• Children enthusiastically join in 'phonics club', they sit eagerly and listen with intent as they learn new sounds and words that challenge their thinking. They giggle at the rhyming words and poems. Staff understand the importance of allowing children time to process questions. They skilfully wait while children think and respond. The environment is rich in language and opportunities for children to make marks, access writing materials and an abundance of books.
• Children receive quality interactions from staff. The session runs seamlessly, and children's play is not interrupted. They can choose to play outdoors, and children contribute to the risk assessments completed to keep them safe. For example, they use clipboards to identify any possible dangers and record what they see. They competently talk about how to use the equipment safely. Staff teach children the skills they need to be independent learners and children can put on all weather suits they need for outdoor play. Children talk about the 'aroma' of the water play outdoors as citrus fruits are added. They giggle as they 'waft' the smell away.
• Children relish their time in the inviting and homely role-play area. Children are provided with a wealth of resources and props to support their creativity and imagination, while acting out real life scenarios. Staff focus on children's own experiences and further challenge their learning. For example, children act out going to a wedding and dress up using hats and jewellery. They decide to have a holiday and discuss what they need to pack in the suitcase provided. They organise their trip using the play computer in the home corner and talk about staying safe online, repeating what they have learned.
• The manager ensures the curriculum is planned and securely embedded across all areas of learning and provides an inclusive environment. This means all children, including those who require additional support and those with special educational needs and/or disabilities, achieve the best possible outcomes and are superbly prepared for their future learning.