Little Stars Pre-School

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About Little Stars Pre-School

Name Little Stars Pre-School
Ofsted Inspections
Address Unit A16, Fieldhouse Industrial Estate, Rochdale, Lancashire, OL12 0AA
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Rochdale
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The manager has put a curriculum in place. However, she has not ensured that it is effectively designed and implemented to support all children's consistently good progress.

For example, staff recognise that they want children to be 'school ready' but have not planned sequenced learning to support children to gain the key skills needed for their future. Furthermore, some staff do not understand how to help children deepen their learning and build on what they already know and can do.Staff are kind and caring towards the children.

They know children well. This means staff can identify any concerns that may mean there are g...aps in children's learning and development, including children with special educational needs and/or disabilities (SEND). Children are generally content in the pre-school and enjoy choosing from a wide range of equipment and resources to play with.

However, strategies used by staff to support children's behaviour do not always fully consider their well-being.There have been improvements to the quality of care and education since the last inspection. The manager has taken action to address some of the weaknesses identified.

For example, all children are now allocated a key person to build a relationship with and help to meet their individual care needs. Additionally, improvements have been made to the children's learning environment. However, the manager has not ensured that all weaknesses have been fully addressed, as such, the provision requires improvement to be good.

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

Leaders have a basic understanding of what they want children to learn. However, the planning of the curriculum is not specific. Therefore, some staff deliver learning experiences that are not age- or stage-appropriate for children.

Furthermore, the manager has not ensured that all staff understand what they want children to learn from these experiences. This means that children's progress in their learning and development is not always secure.The manager has not ensured that staff use consistent strategies to help children learn what is expected of them.

This means children do not know how to manage their feelings of excitement and frustration appropriately. At times, staff do not effectively guide and support children to learn how their behaviour impacts others.Children with SEND are supported by the special educational needs coordinator.

Staff identify if children have gaps in their learning and liaise with other agencies to help children get the support they need. This means early help can be provided for children to meet their needs.Staff sing, dance and share books with children at regular points in the day.

This supports children to develop their communication skills. Some children show that they enjoy these activities as they copy adults' actions and learn new words. However, other less-confident children do not receive the support they need to join in and, consequently, they wander off.

These children do not benefit from the learning that the experiences offer.The support for personal development is variable. There are some strengths in staff practice.

For example, staff ensure that all children learn to wash their hands before mealtimes. This helps children learn some healthy habits. However, staff do not provide children with enough guidance to make healthy choices about food and drink.

For example, staff provide high-sugar drinks and food to children for breakfast.Staff have put in place a simple routine for children to follow. A visual timetable is used to help children follow the routines of the day.

For example, older children tell staff that they do yoga after dinner. This means children are developing confidence in the routines, which helps them to feel safe.Staff build respectful relationships with parents and families.

Leaders value parents' contributions and understand the roles staff have in providing families with support and guidance. Parents feel able to share information with the staff and appreciate the guidance staff can offer to help them in supporting their children's learning.


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 meet the requirements of the early years foundation stage, the provider must: Due date implement a precisely focused curriculum that prioritises what leaders intend all children to learn 14/02/2024 improve the support for staff to ensure that they consistently implement the curriculum and deliver learning that supports each child's individual requirements 14/02/2024 provide staff training and support to implement consistent behaviour management strategies to further support all children's understanding of the expectations for behaviour.14/02/2024 To further improve the quality of the early years provision, the provider should: support children to learn about healthy food and drink choices by providing them with nutritious meals at all times.

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