Starlings Pre School

What is it like to attend this early years setting?

Children are happy and confident in this calm, safe setting. They explore the different areas available to them and have a wide range of activities and resources to choose from. Children demonstrate confidence when moving around the space, and staff encourage them to make their own choices and to be independent. Staff have high expectations for all children. They plan activities around children's interests and learning needs.

Children develop physical skills by using climbing equipment outside and while playing in the indoor soft-play area. Staff follow children's interests and encourage them to explore. For example, when children heard the gardener outside with a loud machine, staff asked them what they thought it might be. Several children went outside to see what was happening. They excitedly came back in to tell their friends that it was a leaf blower.

Staff recognise the impact of the COVID-19 pandemic and how this has affected children's communication and social skills. They plan activities to support children in these areas and encourage children to regulate their emotions.

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

• Leaders are ambitious for children and staff. They identify professional development opportunities for staff and encourage them to extend their training and qualifications.
• Members of staff have a clear aim for what they want all children to learn. They skilfully adapt activities to reflect each child's individual learning needs and to support them to learn at their own pace.
• Staff make good use of information and resources shared by parents when planning activities. For example, a colour-matching activity a child used at home was then brought in for the child and other children to use in the setting. This helps link home learning, providing consistency for the children.
• The manager has good oversight of the provision and what is happening during the day. She regularly spends time in the rooms supporting staff and children, enabling her to provide the best possible support.
• Children's individual needs are supported through assessment and planning. If concerns are raised about a child's development, the appropriate referrals are made quickly, meaning that children receive the support they need in the quickest time.
• There are strong partnerships with parents, who are very happy with the communication and support they receive. For example, parents describe the setting as 'unbelievably supportive'.
• Staff have built strong bonds with the children and support them to manage their emotions. Children who need extra support in this area benefit from soft play and sensory areas.
• Children develop good communication skills. Staff plan regular singing sessions and group activities, including 'What's in the bag?' Children take turns choosing an item from the bag and then talk about the object. This encourages and builds on their speaking and listening skills.
• Children listen to staff and follow instructions well. Overall, children's behaviour is good. However, at times, when strategies are not effective, staff struggle to manage disruptive behaviour.
• Children enjoy looking at books during story time or independently. Staff provide a range of books for them to explore and to take home using their library system. This allows children to share their favourite books with their parents.
• Staff encourage children's independence. For example, children are encouraged to put on coats, scarves and hats themselves when choosing to go outside.

What the setting must and should do next

The provider should:

• support staff to gain confidence in managing disruptive behaviour.