Bright Stars Childcare

Inclusion: Needs attention

Leaders have not provided staff with the appropriate support and training needed to help them meet all children's learning needs consistently. Inconsistencies in the quality and frequency of interactions mean that teaching is variable and not all children are making the progress they are capable of. Leaders swiftly identify children who may face barriers to their learning and those who have emerging special educational needs and/or disabilities (SEND). They put plans in place for these children. Staff provide them with personalised and targeted support, which helps them make steady progress. However, this level of support is not received consistently by all children.

Leaders and staff work well with parents and carers of children with SEND and those who face other barriers to their learning. For instance, they give them tools to use with their children at home, such as 'now and next' boards. This supports children to regulate their emotions. Leaders work with other professionals to support children and families. They make effective use of additional funding for children who receive it. For example, leaders purchase resources, such as special books and memory boxes for children who experience loss. This helps children to feel secure and helps them to manage significant changes in their lives effectively.

Curriculum and teaching: Needs attention

Staff focus on supporting children's personal, social and emotional development. They help children to form positive relationships with adults. Staff get to know children and use children's interests to plan activities that they are motivated to take part in. Children have opportunities to explore with their senses and develop their motor skills. For instance, they explore a variety of tools with dough and sensory objects in large trays. Children have opportunities to develop their strength and coordination. For instance, babies receive support with walking. They cruise, crawl and balance with encouragement from staff. Staff teach toddlers how to climb up and down stairs safely. Children enjoy regular singing and music sessions that enhance their creativity and language skills.

Some staff struggle to maintain and capture the attention of some children. Learning environments at times become extremely busy and loud. This means, at times, children find it hard to focus. Subsequently, their attention wanders. There are significant periods of time when some children disengage and do not benefit from enough purposeful or meaningful play and interaction with staff.

Achievement: Needs attention

Due to the weaknesses in teaching, all children do not have consistent opportunities to make the progress they are capable of in all areas of their learning and development. This is because teaching is variable and they do not all consistently benefit from teaching that is high quality and extends their learning.

Children make some progress in their communication and language development. For example, they benefit from listening to familiar songs and stories. Children hear a range of vocabulary and receive encouragement to participate in conversations. However, at times, children's communication is hampered as environments can get extremely loud and busy. This makes it hard for children to engage and stay focused, be heard and to hear others. Children develop some other skills that prepare them well for the next stage in learning. They build independence, learn the skills they need to make friends and display positive attitudes to learning.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour. Children are respectful of others and people's differing views and opinions. Typically, children participate positively in group activities. For example, they learn about democracy as they place their vote for which book they would like staff to read during story sessions. Staff encourage children to share and take turns. This helps children to build their collaboration and negotiation skills. Consequently, many children can play independently in groups and overcome problems without help from staff.

Staff help children to understand and manage their feelings and emotions through everyday support. They provide resources and books that enable children to talk about how they feel and learn about how feelings impact behaviours. Leaders and staff understand the importance of children attending regularly. They work effectively and quickly with families who may struggle with attendance. Leaders offer flexibility and individualised support to those who need it. Clear routines help children to feel safe and secure as they know what is happening now and next.

Staff work in partnership with parents and carers to agree strategies to use with children who face barriers in their learning and/or have additional needs in regard to managing their behaviour. This shared approach helps children to quickly develop the skills they need to change their behaviour. It also successfully minimises the occurrence of negative behaviour incidents.

Children's welfare and wellbeing: Expected standard

In the main, children settle easily and feel safe at this nursery. Care practices across the nursery are respectful. For instance, staff ask children if they are ready to have their nappies changed or noses wiped before doing so. There is a positive key-person system. Children build effective bonds with staff who know them and their families very well. Staff tailor their support to each individual child based on their own circumstances. For instance, when children experience extremely upsetting and significant life events, staff go above and beyond to ensure they offer them the security and emotional support that they need. This limits the impact it has on children's future lives.

Typically, children benefit from a continuity of care. For example, babies' sleep routines mirror what they are used to at home. Staff support children who have medical needs very well in line with the advice and guidance from parents and carers and medical professionals.

Children receive encouragement to be independent. They build their self-care and independence skills up over time. This ensures that by the time they are ready for the transition to school, children can generally manage their personal care and do many things for themselves without needing help from adults. Staff provide children with healthy meals and regular exercise. Children particularly enjoy playing outdoors.

Leadership and governance: Needs attention

The nursery has undergone recent staffing changes. These have had an impact on being able to maintain high-quality provision. Leaders reflect accurately on the quality of the provision. They are taking proactive steps to establish a secure, consistent and high-quality leadership team. Although staff have received some support, supervision sessions and training, this has not been regular or thorough enough. This does not ensure that teaching is always of a suitable standard to help staff improve their own personal effectiveness. Teaching quality varies across the nursery. New leaders recognise some strengths in the nursery. They are dedicated to improving staff morale and promoting their wellbeing, alongside raising the overall quality of care and education children receive.

Partnerships with parents and carers are effective. Parents comment on the effective communication between home and the nursery. They feel well informed about their children's experiences and progress. Robust recruitment and vetting arrangements are in place. Leaders work closely with other professionals, such as specialist nurses, social workers and physiotherapists, to ensure that children who are considered most vulnerable and those who face barriers to their learning receive the support they need and are safeguarded.