Little Stars Pre-School

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The setting provides a welcoming environment that nurtures children's enjoyment and happiness. As a result, children are eager to attend. They bound into the setting and greet staff with a big smile.

Children appreciate the interesting activities that staff provide. For example, they relax in the quiet area reading books. At other times, children explore the sensory resources that offer stimulation.

This works particularly well for children with special educational needs and/or disabilities (SEND). Staff work harmoniously with parents, which truly enhances children's eagerness to learn. They guide parents on how to sup...port their children's communication and language at home.

For example, staff offer suggestions on how to reduce the use of dummies. They also share ideas on using visual prompts to help children who are nonverbal communicate. As a result, children acquire a good level of understanding and many begin to develop conversational skills from a young age.

Children behave well at the setting, due to the consistent approaches adopted by staff. At every relevant opportunity, such as when children help with tidy-up time, staff give children praise. This helps children to feel valued and appreciated.

Staff also provide clear routines, which supports children's emotional well-being. For example, staff and children start their day with a wake-up song. As they sing and shake their bodies to the music, new children smile as they observe the excitement around them.

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

The provider has made huge improvements to the quality of the provision since the previous inspection. They have worked positively with the local authority and helped all staff to embrace the training and support provided. As a result, children are benefiting from good care and education.

Curriculum training provided for staff and managers has helped them to plan more precisely for children's individual needs. This is helping children gain the knowledge and skills they need to succeed. For example, staff give children lots of reassurance and cuddles when they start at the setting.

This gives children the emotional security they need to enable them to settle in confidently. As a result, they are eager to learn.Children experience the joy of stories as staff read aloud and use different voices.

This helps to captivate children's interest and they are eager to join in. For example, children repeat familiar phrases or make the sound of the bears snoring. Children also benefit from regular trips to the library.

These experiences have a positive impact on children's early literacy.The setting has used early years pupil premium funding to give disadvantaged children exciting opportunities that they have not previously experienced. For example, children go on trips to the farm.

This enables them to see, touch and smell real animals, which gives them first-hand experiences of nature.High priority is given to supporting children with SEND. For example, the provider has used funding to purchase specific resources to aid children's learning and development.

The provider also recognises the importance of working with parents to help their children achieve. As such, calming resources are also purchased for children to use at home. This partnership working provides continuity for children and accelerates their ability to self-regulate behaviours.

Children have many opportunities to develop their communication and language skills. For example, staff engage children in lots of back-and-forth conversations. Consequently, children learn to speak with confidence and expression.

However, children have limited opportunities to learn new and exciting words. For example, children show proficiency as they play imaginatively with the pretend medical instruments, such as stethoscopes. They also have access to three-dimensional shapes.

However, children are not taught the names of these interesting resources. This does not help to widen their vocabulary.Much of the curriculum is carefully planned to help children consolidate new learning.

For example, children compare sizes as they read the story about the three bears, who have different-sized bowls and beds. This is complemented with hands-on activities, such as rolling pretend cars down the helter-skelter car track. Children use their mathematical thinking as they compare the sizes of cars.

They also demonstrate lots of problem-solving as they work out which cars are small enough to roll down the track. These activities provide depth in children's learning.Children thoroughly enjoy their time at the setting.

They also have 'safe spaces' which they can access at any time. This provides children with comfort and reassurance until they are ready to mix with their friends. Children demonstrate high levels of engagement in the stimulating environment.

However, distractions in the environment, such as noise from the television, have not been carefully considered. Consequently, children lose focus and become a little disengaged. This interrupts their learning.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease opportunities for children to learn new and exciting words, to help widen their vocabulary reduce distractions, such as background noise, so that children remain consistently focused and engaged.