Shooting stars preschool ltd

What is it like to attend this early years setting?

Children in the setting receive a positive start to their early education. Staff have developed strong relationships with children and know them well. They are responsive to the children's verbal and non-verbal cues and help them to regulate their emotions. For instance, they talk to older children about their feelings and gently rock the youngest children back and forth as they become slightly unsettled. This supports the children's personal, social, and emotional development. Staff have high expectations for children's behaviour and positively reinforce boundaries. They are good role models and, in turn, children are polite, kind and learn right from wrong.

Children delight as they join in with adult-led activities that are planned around intended areas of development. Staff do not focus on a desired outcome and follow the children's lead in their play and learning. For example, children are excited to join in with an activity that is planned to support their shape recognition. Staff encourage children to squeeze paint into trays and to dip their shapes and make prints onto their paper. Children do this and then become totally engrossed as they immerse their hands in the paint. Staff recognise learning opportunities and offer descriptive words such as, 'squishy', 'squidgy', and 'wet'. Children repeat words back to them. This supports the children's growing speech. Staff encourage the children to be creative and explore through sensory play experiences.

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

• Leadership and management are strong. Managers are passionate and dedicated to providing high-quality care and education for the children and their families. Staff receive effective coaching and support through regular supervision sessions and appraisals. They are encouraged to further develop their skills by attending training and whole team meetings. Staff share they have high morale and the support they receive keeps them focused and motivated. This has a positive impact on children's well-being.
• The curriculum in place is well sequenced to build on what children know and can do. Staff understand what they are teaching children and reinforce learning through their planned activities and considered interactions. Staff effectively weave children's mathematical awareness through-out the routine and play. For example, children are encouraged to count the cups as they are placed down on the table and to count their steps as they climb the indoor climbing frame. Children begin to represent numbers using their fingers and have positive attitudes to learning.
• The staff have created a stimulating and well-organised environment. Children have a good awareness of the daily routine and understand what is happening next. This helps children feel safe and secure. Children have opportunities to strengthen their large muscles indoors and outside. They love being in the fresh air outdoors and running around with freedom and pleasure. Staff help children as they skilfully balance along beams and climb on large equipment. Their physical development is supported well by staff guidance and encouragement.
• Staff support children's communication and language skills through meaningful back-and-forth interactions. They sing with children and read to them in a way that captures their attention and keeps them interested. Children are developing a love of books and learn that print carries meaning.
• Managers and staff understand the value of building strong relationships with parents to establish effective partnership working. Parents share examples of positive partnership work such as, regular newsletters and consistent verbal feedback. However, some inconsistencies in communication mean that not all parents are aware of what their children are currently being taught. This does not fully support parents to carry on learning at home. Despite this, staff work in collaboration with other settings and professionals to share information and strengthen the support given to children.
• Children follow good hygiene routines. Staff teach children the importance of good oral hygiene and the effects sugary foods have on their teeth. Staff share how recent training around healthy eating has benefited them in guiding children and parents on providing well-balanced nutritious meals. Children enjoy cooking activities where they learn to prepare healthy snacks and meals. They are developing good foundations to understand how to keep themselves fit and well.

What the setting must and should do next

The provider should:

• strengthen information sharing with parents to consistently communicate children's individual learning goals.