Bright Stars Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and relaxed in the cheerful environment staff provide.

They and their families are welcomed by staff, who make sure they share essential information. This contributes significantly to the high quality of care children receive. Children develop warm relationships with all staff and feel comfortable, confident and valued.

Children behave well and are supported by staff to manage their own feelings and emotions.Although parents no longer enter the pre-school due to the COVID-19 (coronavirus) pandemic, they comment that staff share daily activities and ideas to support home learning in ways to suit all t...heir requirements. Staff know children well and track their development successfully to enable them to identify and address any gaps in their progress.

There are very strong and secure arrangements to support children with special educational needs and/or disabilities.All children lead their own learning, which develops their self-esteem and confidence. Staff support children's imaginations as they re-enact stories using puppets.

Children develop high levels of independence. From a young age, they learn to put on appropriate clothes in line with the weather. Older children confidently manage their personal care.

Children are confident speakers and are developing strong communication skills. They are keen to share their thoughts and experiences with visitors.

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

The manager constantly reviews communication methods to reach all parents and keep them informed of their child's experiences.

For example, they have introduced a notice board for parents to access when they do not enter the premises.Leaders are ambitious and keen to work with the local authority to stay up to date with good practice guidance, with particular regard to children's early language development. The manager places a strong emphasis on ensuring staff's well-being during regular supervision meetings.

She encourages staff to reflect on their practice and identify professional development opportunities. However, the manager does not monitor the quality of teaching as effectively as they could, to further enhance children's learning across the curriculum.A thorough settling-in period helps children to gain a sense of what the pre-school is like before they start.

This helps children to feel secure and enter the pre-school confidently.Staff develop children's literacy and writing skills effectively. Children use a range of utensils to make different marks and explore colour.

Staff build on children's love of books to support their early reading skills, such as encouraging children to take books home to look at with their parents.Staff adapt their teaching effectively to support children's emerging interests. For instance, during a planned mathematical activity, they notice the children become intrigued by their reflection in a mirror and switch the focus of the activity to develop the children's sense of identity and well-being instead.

Leaders and staff have high expectations for children overall. They consider children's backgrounds and experiences to provide a broad curriculum, linked to their interests and developmental needs. For example, during a water activity, staff support children to learn to share with their peers as they play together, helping the development of children's social and emotional skills.

However, on some occasions, the intent for learning is not clearly identified by staff, which reduces the opportunities for children to focus on practising the skills they need to learn.Staff develop children's understanding of numbers, such as when singing familiar songs and rhymes and reading stories. For instance, they encourage children to count using their fingers when singing 'five currant buns'.

Staff promote children's physical development well and help children to take safe risks. For example, children strengthen their muscles when they successfully and safely manoeuvre ride-on toys in the outdoor area.Children develop skills in readiness for later learning, including school.

For instance, when they sit and eat their snacks and lunch together, they confidently and clearly express their thoughts and ideas about foods that keep them healthy. They learn to manage their self-care needs independently, such as taking themselves to the toilet and getting dressed.Leaders develop particularly strong links with local schools.

They invite teachers into the pre-school to support children's emotional well-being and build their confidence ahead of their move to school.

Safeguarding

The arrangements for safeguarding are effective.The manager is proactive in working with safeguarding partners to ensure that children are protected from harm.

She promotes a culture of vigilance across the pre-school. All staff receive relevant safeguarding training and have a firm understanding of the signs that may indicate a child is at risk of harm. Staff have a solid understanding of their roles and responsibilities, including any concerns they may have about adults who work with children.

They know the procedures to follow to protect children's welfare. Management follows procedures to check on staff's ongoing suitability to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nensure all staff have a clear understanding of the intent for children's individual learning monitor how staff deliver activities and use this information to enhance the teaching of the curriculum and further improve the quality of education.