A-Stars Early Education

What is it like to attend this early years setting?

Children at this nursery are safe, happy and content. They arrive eager to join in with the many exciting activities that staff have carefully planned for them. For example, staff in the baby room set up an inviting safari animal activity to develop language. The nursery leader, who is also the manager, is passionate and dedicated about delivering the best possible outcomes for children. The manager and deputy managers are very hands on in the nursery rooms and in the day-to-day running of the nursery. As a result, self-evaluation is accurate.

Staff have high expectations for children's behaviour. They have recognised that some children are struggling to share and take turns. Therefore, they have adapted their curriculum to support this. For example, staff in the toddler room plan activities that require team work. Older children in pre-school show excitement as they take turns to apply paint to a large piece of material in the garden. As a result, children are beginning to develop their sharing and turn-taking skills. Opportunities for children to develop their independence skills are plentiful. Toddlers are supported as they put on their wellingtons for outdoor play, while older children self-serve their lunchtime meal. These opportunities support children in preparation for school.

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

• The nursery curriculum is designed to support children to progress through each of the nursery rooms with confidence. Children are encouraged to reach important milestones, such as becoming independent and being confident communicators. Staff are confident in their intent for each activity they plan and deliver. As a result, children are making good and steady progress.
• Staff know children well. They spend time during settling-in periods getting to know children and their routines and are attentive to their needs. Children have formed strong bonds and attachments with staff. Children's emotional needs are well supported.
• Overall, staff support children's communication and language skills well. They sing various songs and rhymes and introduce new words during play, such as crunchy and stomp. Staff provide children with narration as they play and learn. However, occasionally, this can be too much and hinders children's ability to take in the language or have sufficient time to respond.
• Staff positively encourage a love of reading. Children enjoy reading stories with staff. They extend this further by taking children on a 'bear hunt' outside. Furthermore, staff provide books for children to relax during their afternoon nap. Opportunities like these support children's early literacy skills.
• Parents speak exceptionally highly of the nursery team. They report that staff go 'above and beyond'. Parents comment that staff consistently share tips and ideas, such as help with toilet training and ideas to support further development and learning. Parents are proud of the nursery and feel their children are well cared for and settled. Partnerships with parents are strong.
• The manager works hard to provide staff with consistent access to support and supervision. She spends time overseeing and observing staff practice and offers advice on improvements, where necessary. Staff are aware of the areas for improvement. They develop their skills and practice through ongoing training. Consequently, the quality of teaching is good.
• Healthy lifestyles are promoted throughout the nursery. Children have access to fresh drinking water throughout the day and enjoy a range of nutritious meals. Leaders ensure that staff are alert to children who have allergies. They adapt their practices to ensure these children are safe. Children benefit from fresh air and exercise in the nursery garden. Children use jugs and pots to tip and pour. Furthermore, they push themselves around on bikes, laughing with their peers. This supports children's physical development.

What the setting must and should do next

The provider should:

• support staff to provide children with sufficient time to process information and respond.