Bright Little Stars Nursery

What is it like to attend this early years setting?

Staff warmly welcome and greet children, helping them to settle quickly into their play. Children demonstrate a sense of belonging in the nursery. They know where to find the resources, books and toys they need to enhance their play ideas and easily adapt to the daily routines. Babies receive individualised attention, which helps them to feel safe. They have close relationships with their key person and other staff members. Staff plan engaging activities that align with children's interests and cover all areas of the curriculum. For example, children explore leaves and petals floating in water to develop their sensory experiences. Children confidently choose items, such as art and craft materials, to create their own pictures using glue, feathers and coloured paper. They also engage in discussions with staff about how they made their favourite dinosaurs.

Children make notable progress in their communication and language development. They enjoy looking at books, listening to stories and singing songs. Staff use these activities to help children to develop their speech and expand their vocabulary. Older children particularly like exploring information books about vehicles and discussing topics, such as trains, superliners and buses, with their peers and staff. Staff speak clearly and listen attentively, boosting children's confidence in their communication skills. They are positive role models. Staff encourage good behaviour and help children to demonstrate manners and share resources. Staff also promote children's self-esteem by recognising their efforts and achievements with praise.

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

• The curriculum is well-structured and builds on children's existing knowledge. Staff observe and assess children's developmental levels to support their overall progress during activities like mixing paints and printing shapes. However, some activities lack clear learning objectives. For example, a sorting activity using familiar recycling materials did not align with the intended outcomes and children's next steps. Although children are eager to participate, the absence of precise planning limits progress.
• Children develop strong independence skills. For example, they learn to pour drinks, eat with cutlery and wash their hands after playing outdoors or engaging in messy activities. However, children often do not follow staff's instructions to tidy up the toys, including the book area. This means that they do not consistently develop their understanding of how to care for their environment. Despite this issue, children of all abilities make good progress.
• Staff arrange daily outings to nearby play areas due to the limited outdoor space in the nursery. Nevertheless, children still have enjoyable experiences at the nursery. Babies engage in construction and water play, while older children practise safe jumping and balance walking across crates. Staff use this outdoor play to support children's development of their physical skills.
• A gradual settling-in process is effective in helping children to adjust quickly and form strong attachments with their key person and other staff. Babies and toddlers thrive on cuddles, which contribute to their sense of security. Older children show confidence by expressing their needs to adults.
• Children are naturally curious and often ask questions about their activities. They discuss the importance of recycling and enjoy sorting materials, such as plastic, paper and metal. Staff engage in various activities with children. They help them to understand safety, including using child-sized scissors and small knives for cutting fruit carefully.
• Leaders are an ambitious team with high expectations for their staff. They reflect on various areas of practice to thoughtfully plan consistent improvements. For example, leaders have provided training for staff to ensure safer sleeping practice and therapeutic behaviour management. Their self-evaluation process is accurate. Leaders employ effective methods to gather feedback from parents, staff and children.
• Leaders and staff provide exceptional support for children with special educational needs and/or disabilities. They collaborate closely with parents and carers and professionals to develop personalised plans. These plans include activities aimed at enhancing children's speech, attention and listening skills. This helps to prepare children for school.
• Parents have a positive opinion of the nursery. They value the friendly and accommodating nature of staff. Parents find the feedback about their children's care, activities and progress to be very valuable. In particular, parents of children with SEND express great satisfaction with the professional support, tailored activities and resources available for their children.

What the setting must and should do next

The provider should:

• enhance staff's understanding of how to better support children during planned activities, to enable children to extend their learning and skills
• support children to understand how to take care of their learning environment, such as by helping to look after toys and books, and tidy away resources.