Little Stars @ Bourne Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Staff provide an inclusive setting in which children can feel safe and secure. All children are highly motivated and eager to join in with activities, demonstrating their excitement to learn.

The settling-in process is highly effective. New children settle incredibly quickly and form very secure attachments with their key person. Staff know children exceptionally well and have high expectations of all of them.

They gain detailed knowledge of children's interests and current levels of development. This enables them to plan activities that promote and extend children's natural curiosity. Staff embed a culture of p...ositive praise and encouragement throughout the setting to build children's confidence and self-esteem.

Children consistently receive praise that is individual to their achievements and are given opportunities to feel special, for example through being a helper at group time.Children's behaviour is exceptional for their age. They enjoy playing cooperatively together and are aware of the setting's boundaries and expectations.

Staff provide consistent role modelling and teach children to value and respect each other. Young children are given support from staff to understand how to share. For example, they respond in a calm, nurturing manner when two children both want to use the same remote-controlled car.

Staff use this opportunity to extend children's language as they encourage children to ask each other for a turn.

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

Staff relationships with parents are outstanding. Parents feel welcomed into the setting and highly praise the seamless communication they receive.

Staff give parents individual detailed feedback about their child's learning and development. For instance, this is shared through home learning books that include what staff intend to teach children and how this can be supported at home.Staff interactions with children are exceptional.

Staff play alongside, role modelling language to younger children, supporting them in developing their knowledge building on what they already know. Staff encourage older children to reflect on their learning and they enjoy discussing in detail what they have been doing. For example, children confidently tell staff they have been painting the container with water and it is now dark blue.

As a result, all children display high levels of sustained concentration.The curriculum is ambitious and well planned. This meets the needs of all children, including those with special educational needs and/or disabilities (SEND).

Both indoor and outdoor environments offer an abundance of stimulating opportunities for children. As a result, children make strong continued progress, giving them key skills for future learning.Staff continuously reflect on children's experiences and knowledge, to extend what they know.

Children are given opportunities to direct their own learning. For example, staff and children created a bug hotel with recycled resources, following children's interest in insects at a forest-school session. Managers use additional funding successfully to extend children's physical development through experiences such as forest-school and dance sessions.

Children's independence is given high priority. All children independently wash their hands, select a plate and cup and help themselves to fruit. Children enjoy taking responsibility for tasks as they wash their cup and plate.

Support for children with SEND is excellent. Staff are dedicated and have an outstanding knowledge of how to ensure they make continued rapid progress. They work seamlessly with professionals to ensure the best outcomes for each child.

Parents of children with SEND highlight exceptional support and guidance from staff.Staff are highly motivated and committed. Regular staff meetings are held to evaluate and swiftly identify training to maintain a high standard of care and education.

For instance, staff are trained in sign language to support children who are developing their language skills.Managers take effective action to ensure the welfare of staff to enable them to manage their workload successfully. They receive excellent support through successful supervision sessions and observations.

For example, staff have time each week to update children's learning records.Children's mathematical development is consistently promoted. Staff are inventive and use every opportunity to use number and mathematical language.

For example, they count the fruit and sing songs.Children are eager to problem-solve and actively seek staff out for support if needed. For instance, when a stapler does not work, staff help children to resolve this through asking relevant questions and encouraging them to think what may be wrong.

Safeguarding

The arrangements for safeguarding are effective.Staff have an excellent knowledge of what to do if they have concerns about a child. They undertake regular training to keep their knowledge up to date.

Managers are extremely experienced in dealing with concerns swiftly and working with other professionals, putting the welfare of the children at the centre of all they do. The managers have robust procedures in place for ensuring the suitability and skills of staff. Staff undertake rigorous daily risk assessments of both the indoor and outdoor environment to ensure the safety of children.

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