A-Star Kids

What is it like to attend this early years setting?

The setting has successfully addressed the actions set at the previous inspection. Leaders have embraced the support and advice from the local authority and other local settings. This has impacted positively on the standards throughout the nursery. The setting's risk assessment procedures have improved to ensure a safe environment for children. Leaders have increased the oversight of food hygiene procedures to ensure that there are suitable facilities for the preparation and storage of food. Improvements to the organisation of the key-person system have had a positive impact on children. Children arrive happily and have established loving bonds with staff, who know them well. The setting's routines and expectations are understood by the children, who use lovely manners and show kind behaviours. Children enjoy the time they spend interacting with staff and each other. They shout to their friends 'let's play together' as they play hide and seek. They take turns to count and hide. Children behave well and learn how to play cooperatively with each other.

The setting has devised an aspiration curriculum that prioritises children's communication and language skills. Overall, this is implemented well. Staff support children's imagination and communication skills. They provide a range of open ended resources and pose questions that extend children's language. For example, as children recap on their favourite stories, they work together to build a house for the wolf. Staff introduce new language such as 'sturdy' and encourage children to consider how they could make the house stronger. Children take on the role of the wolf and huff and puff and blow the house down. Children have fun and make good progress in their learning.

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

• Leaders value the importance of supporting children's large physical skills. Staff provide opportunities for children to ride bikes and climb. Leaders organise regular trips to the local forest school, where children take part in planned sessions. These trips enhance the curriculum and provide opportunities for children to further develop their physical development.
• Leaders are skilled in the teaching of early mathematical concepts. Staff support children's early mathematical skills well through play. As children scoop water into containers, staff count the scoops and talk about how full each one is. As children sort resources into categories they use their knowledge as they describe the size, shape and quantity. Children are developing a positive attitude to early mathematics.
• The setting places importance on supporting children's independence. Overall, staff provide opportunities to help children develop these skills. Children are encouraged to feed themselves and cut up their own fruit for snack. When they spill soil outside, they ask for the dustpan and clean this up independently. However, on occasions some staff attempt to do things for children such as putting on their aprons or shoes. Children quickly remind staff that they can do these things for themselves.
• Leaders have introduced new arrangements during mealtimes to enhance children's development. Staff support children to understand the importance of washing their hands and eating healthy food. Children are encouraged to serve their own meals and pour their own drinks. They demonstrate impressive social skills at they interact with each other and enjoy meaningful interactions from supportive staff. Mealtimes are a social occasion where children develop an understanding of good health and hygiene practices.
• The setting works effectively with parents to ensure additional funding has a positive impact on the children it is intended for. Regular assessments of children's achievements are completed to help identify specific learning needs. Staff identify any gaps in children's learning and ensure effective support is in place for children, including those with special educational needs and/ or disabilities and those in receipt of additional funding. This helps all children make good progress from their starting points.
• Staff value diversity and encourage families to share their individual backgrounds. Children have access to their family photographs and staff teach children about a range of cultural celebrations. Families who speak English as an additional language are provided with resources such as dual language books. Children successfully learn about the world around them and develop an appreciation of diversity at this setting.
• The setting provides staff with a range of training and support. This has impacted positively on practice throughout the nursery. However, leaders do not use the knowledge gained from the monitoring of practice to target where staff need further support and guidance. There are minor inconsistencies in the implementation of the setting's curriculum.

What the setting must and should do next

The provider should:

• target existing support for staff to help specifically build on their individual skills and knowledge over time
• support staff to implement the intended curriculum consistently.