Bright Stars Pdn

What is it like to attend this early years setting?

Children thrive at this home-from-home nursery. Staff support children to build independence and confidence through supportive interactions. For example, key people stay close by to new children settling into the nursery. They are on hand for reassurance, and they encourage children to 'have a go'. This helps children to form secure attachments and enjoy their time at nursery.

Leaders and staff have devised a unique curriculum for all children that has a large focus on family, home and love. This is shared among the team and is well embedded within their nursery ethos. This shared vision for learning supports children's well-being and promotes a positive attitude to learning. Children benefit from the educational programmes that leaders and staff have planned for them. All children, including those with special educational needs and/or disabilities (SEND) are making good progress.

Positive behaviour is supported through clear and consistent boundaries. For example, staff gently guide toddlers to share and take turns. Children learn to manage their behaviour and form positive relationships with their peers. All staff take steps to keep children safe at nursery. For example, daily risk assessments are completed and leaders provide regular refresher training for staff. This contributes to a safer environment where children feel protected and well cared for.

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

• Staff promote independence well within the nursery. All children are encouraged to participate in the lunchtime routine, carrying and scraping their plates. This gives children the opportunity to develop their sense of self and learn new skills.
• Leaders have made improvements to the supervision process for staff. All staff have regular supervision sessions with the management team, and this provides them with opportunities to discuss their professional development. Although targets are set for staff, they do not always relate directly to practice. Consequently, staff are not consistently supported to identify specific steps to improve their teaching of the curriculum.
• Children are happy during their time at nursery and behave well. Staff implement appropriate boundaries, which supports children to interact in positive ways. For example, toddler-aged children are reminded to wait their turn and listen to their friends. This helps children to become considerate of others and develop their social skills.
• There are strong processes in place to support children with SEND. Staff make timely referrals and seek support from multi-agencies when planning for children's next steps. This ensures next steps are tailored to meet children's specific needs and children make progress.
• Strong parent partnerships enhance children's experiences. Parents receive regular updates through meetings and daily check-ins. This allows them to feel involved and helps them to continue learning at home.
• Staff in the nursery promote a love of literacy and community engagement. Staff take children on regular trips to the local library, which they enjoy. These outings support children to build their vocabulary and support their understanding of the wider world.
• Children's emotional well-being is prioritised across the nursery. Older children are encouraged to talk about their feelings through books and group time. Staff explore what makes children happy and have recently taught children how to say kind words to themselves to help them feel more confident. This also helps them to understand their feelings and learn how to talk about them.
• Staff implement key messages from recent training to enhance their environments and activities. For example, staff caring for young children have implemented new opportunities for them to explore dressing up. This supports children's engagement and encourages them to become active learners.
• Staff in the nursery prepare children well for their transition to school. For example, children in the pre-school room practise writing their names, explore school uniforms in role play and take part in discussions about what to expect in Reception class. This helps children to feel confident, emotionally ready and equipped with the early literacy and self-help skills needed for a successful start to school life.

What the setting must and should do next

The provider should:

• focus staff targets more precisely on how they can improve the quality of their teaching.