Billy's Young Stars Nursery

What is it like to attend this early years setting?

Children are welcomed warmly and come in full of enthusiasm. They have a wide variety of activities to choose from. Staff also plan interesting activities, such as making play dough and going for a nature walk.

Children and babies have close relationships with staff, and this helps them feel safe and secure. Babies enjoy sitting and playing ball with their key person and show delight by smiling and kicking their legs excitedly. Babies are learning the actions for circle-time songs and enjoy playing instruments.

Children behave very well, listen to instructions and know the routines that keep them safe and healthy, such as washing their hands before meals and road safety when walking around the resort. Staff are good role models and speak respectfully to children, praising them for their efforts, such as helping to tidy up after snack. Children are proud as they put their photos higher up the beanstalk display, when they have shown good behaviour or kindness to others.

Parents are reassured that successful settling-in arrangements are tailored to their children's needs. Parents appreciate how well leaders and staff keep them informed and involved in their children's progress and well-being.

Leaders acknowledge the difficulties caused by the COVID-19 pandemic and are working hard to minimise any impact this may have had on children's social and language development.

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

• Staff support the development of language and communication very well. They speak clearly to children and check that they have understood. Staff wait sensitively for children to respond, which allows children to think before they answer. This means that well-paced conversations are happening between staff and children, talk is calm, and staff listen to children and value what they have to say.
• Staff value what children do and appreciate all the children's efforts. For example, when combining the recently made play dough with the collections from a nature walk, staff individually acknowledge the children's creative and imaginative ideas as they make 'cinnamon cakes',' hedgehogs' and 'surprise birthday presents' of wrapped-up conkers.
• Staff help children to develop skills by allowing them time to practise self-care skills, such as finding and putting on their boots by themselves. Staff encourage children to butter their own toast at snack time and join in tidying-up routines, such as recycling compostable waste, wiping tables and sweeping the floor.
• Children delight in the sense of responsibility for these tasks, which boosts their self-esteem.
• Children gain a strong sense of self and belonging through routines which use their names and pictures. For example, the self-registration procedure, circle time in the baby room and having place mats with their name and picture on at lunch time. They also benefit from having special spaces, such as the sensory room and calm corner, where they can have a quiet rest if needed.
• Children benefit from outside trips, for example, to a local farm. They are now eagerly awaiting the hatching of some incubating hen's eggs. Other trips include regular walks around the resort where they can make collections, such as conkers and leaves, or feed the ducks and swans on the lake. At times, staff do not always follow up on children's interests and miss opportunities to challenge learning even further.
• Leaders and managers have a deep knowledge of the curriculum and work hard to deliver all areas of learning, in both inside and outside environments.
• Leaders and managers are highly motivated to bring about improvements in quality and have systems in place to monitor practice. For example, the manager frequently observes staff. Regular supervision helps staff to develop their strengths and build up confidence. However, although the manager is training staff to help children learn more effectively, not all staff understand the learning focus of some adult-led activities.

What the setting must and should do next

The provider should:

• support staff to strengthen their understanding of the purpose of adult-led activities so that these are more effective in promoting children's learning
• support staff to consistently recognise children's curiosities and interests so that they can challenge their learning even further.