The Little Sparkles Preschool Limited

What is it like to attend this early years setting?

Children settle quickly in this warm and friendly environment. They form strong bonds with the staff and their peers, which enables them to feel safe and secure. Staff have high expectations for children's behaviour. They support children to play alongside each other and learn to take turns. As a result, children behave well.

Children make good progress in all areas of learning. They have lots of opportunities to be physically active as they jump and skip in the outside area. Children discover interesting ways to make marks as they blow paint through straws to make fire work pictures. Staff teach children new words, such as 'aubergine', as they play in the home corner, developing their language skills. Children engage in meaningful conversation as they share stories with staff and their peers about what they did at the weekend. This helps children to understand what makes them unique.

Staff recognise the impact the pandemic has had on children's learning and development. They have adapted the curriculum well to focus on children's personal, social and emotional development. This has had a positive impact on the children, who show high levels of self-esteem and confidence.

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

• Children enjoy accessing a wide range of learning experiences in the pre-school. Staff deliver good quality teaching. A well-established key-person system is in place, which ensures that children develop secure attachments with staff. Staff use assessment well to plan further learning opportunities for children to develop their skills. For example, children squish and squeeze play dough to develop strength in their hands ready for early handwriting skills.
• Staff understand the importance of children learning to be independent. They set out activities they intend to support this. However, children are not always given the opportunity to complete tasks themselves. For instance, staff put children's coats on for them and spread butter on their crackers during snack.
• Children who speak English as an additional language are supported well. Staff find out key words in the languages spoken at home and use visual cues to help with communication and understanding. Children are valued and respected. They feel included as their home language and culture are celebrated throughout the setting.
• Staff work hard to swiftly identify children who may require additional support. They work closely with external professionals and implement early interventions to ensure children get the right support to meet their needs. This helps children to make the best possible progress from their starting points.
• Staff promote children's literacy skills and their interest in books and stories.
• Children recall familiar stories about a tiger that came to tea as they set out their own tea party. They enjoy listening to stories read by staff. However, sometimes, activities such as story time are interrupted. Staff, sometimes, move children on from activities when they are actively engaged in learning.
• Parents speak fondly of the pre-school. They report their children are happy and settled and make good progress. Staff keep them up to date with their children's learning and development with daily handovers and termly reports. Staff work hard to promote children's learning at home. Children take home reading books to share with their families and complete homework sheets to develop their handwriting skills.
• The manager has worked hard to improve processes and procedures within the setting, which has had a positive impact. She has a clear vision of the quality of care she wants to deliver to the children. The manager supports staff well with regular supervision sessions. She monitors staff practice closely and provides training opportunities for the ongoing development of their skills. Staff report feeling valued and well supported by the manager.

What the setting must and should do next

The provider should:

• develop children's independence and self-care skills further and encourage them to do more things for themselves
• support staff to avoid interrupting children's engagement in their play and learning and give them enough time to complete activities.