Somercotes Stars Pre-School

What is it like to attend this early years setting?

Children who attend this setting are supported to gain a deep understanding of themselves and others around them. Staff pay high regard to children's personal, social and emotional development. They care about how children feel and strive to help children understand their emotions. During large-group times, children proudly repeat the affirmations of the day, 'I am important, I am brave'. With support from staff, they go on to explain the different emotions that they are feeling. Staff promote a culture of respect, where children learn to express themselves freely. This creates a friendly community of shared values, where children's mental health and emotional well-being are prioritised.

After waiting in line patiently for everyone to get ready, children show great enthusiasm as they rush outside to play. Staff have created an outdoor environment that is diverse in learning opportunities. Some children check on the seeds they have recently planted and are excited to see that some are sprouting. Others confidently manoeuvre their bodies as they climb a tree, with close adult support to ensure their safety. A group of children find a bee and demonstrate their prior learning as they explain that the bee is 'our friend', but we must be careful of its spike because it can sting. Children are building their knowledge and using it to navigate the world around them.

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

• The manager has ensured the action set following the previous inspection has been met. The overall governance of the setting has been strengthened. Those involved in the running of the setting have followed the necessary recruitment processes. Their suitability to fulfil their roles has been confirmed.
• Staff have worked to improve the support they give children's communication and language development, specifically around the pronunciation of words. The manager has provided staff with training opportunities and has monitored their practice through effective performance management. Children learn new words from staff and go on to use this vocabulary in their play. For example, they talk about the paramedics who work in ambulances.
• Children are highly motivated to earn stars through following the 'Rainbow Rules'. Staff recognise kind and considerate behaviours, such as when a child tidies away or shares with a friend. The manager explains that this system helps children take responsibility for their own behaviour. This encourages children to develop positive social qualities.
• Staff offer children a range of opportunities to develop their independence, have choices and become involved in the running of the setting. At breakfast, children choose and prepare their food from a variety of healthy options. This helps them to develop skills such as cutting and spreading. Afterwards, staff encourage children to wash and dry their own plates and cutlery. Through this, children develop a sense of empowerment and autonomy.
• The teaching that children receive from staff when they join in with an adult-led activity is engaging and of high quality. Children develop a range of skills and build their knowledge through topic-based learning. Staff ably adapt activities so that children of different ages and abilities progress. For example, older children explore how many sides a certain shape has when creating a collage of a fire engine, whereas younger children learn the name of the shape.
• Staff have a good understanding of child development. They know how children learn and can identify different learning needs. However, sometimes, staff are slow to respond when children need support to become deeply involved in their learning. This is more noticeable for younger children who are less independent in their play. This means that occasionally some children flit between activities, with reduced focus or concentration.
• Staff successfully tailor the curriculum for children with emerging special educational needs and/or disabilities (SEND). They complete training courses to develop their teaching practices. Because of this, all children are making progress. The manager makes some referrals for support from external agencies when this is needed. However, children with SEND would benefit from more-timely referrals to specialist services to gain access to additional help and support without delay.

What the setting must and should do next

The provider should:

• act promptly when children with emerging SEND are identified, by making timely referrals to specialist services so that children receive targeted support as soon as possible
• support staff to respond to younger children quickly and consistently when they are less engaged in learning to help maintain their focus and concentration.