Creative Stars Day Nursery

What is it like to attend this early years setting?

Staff provide children with an environment that supports their confidence. Children have fun and enjoy their learning. For example, they feel excited to join in with familiar dance routines. Children feel happy and have high levels of self-esteem. Staff understand that some children have limited previous experiences. They plan opportunities for all children, including disadvantaged children, to learn about nature. For example, they teach children how to grow and tend to plants. Children learn how to identify local birds and other animals. Children feel excited to learn about the nature in their local community. This promotes children's understanding and respect for the natural world. Children are curious learners who enjoy learning about how things work.

Staff provide children with opportunities to develop and extend their literacy skills. For example, they teach children how to hear and identify the sounds in their environment. Staff read to children in a way that engages and excites them. All children develop a love of stories. Staff identify the words that children need to learn and help them to use them in context. This promotes children's vocabulary. Children develop fluency and confidence. They are able to express their needs. Children are confident talkers who enjoy communicating with other people.

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

• Staff plan a curriculum that helps children to develop key life skills. They teach children to do things for themselves. Staff reflect children's interests in the curriculum. They teach children to be inquisitive learners. This helps children to reach their full potential.
• Staff work together to map out the curriculum. They confidently identify children with gaps in their learning. Staff sensitively adapt activities and experiences. They consider the needs of individual children. Staff work with external experts to support children to reach their milestones, where appropriate. This helps all children to make good progress.
• Staff have conversations with children. They understand that repeating new language helps children to understand vocabulary in context. All children develop a wide range of words to use in their play. Children are confident to express their needs to other people. This promotes children's communication and language development.
• Staff understand that partnerships with parents and carers are important. They share children's achievements through daily feedback and written diaries with parents. This helps parents to extend their children's learning at home.
• Managers create clear routines for children. However, they do not consistently consider how to deploy staff to support children's learning during transition periods. For example, there are inconsistencies in how staff support each other during focused activities. As a result, not all children receive the support they need to focus on their learning consistently.
• Managers have clear processes for the induction of new staff. They give staff clear information and guidance about their roles and responsibilities. As a result, all staff, including new staff, understand how to support children in their learning. All staff report high levels of well-being.
• Staff are attentive to children's needs. They listen to children when they talk about their feelings. When children need comfort or guidance, staff step in and help them. Children behave well. They feel emotionally secure and happy.
• Staff understand that it is important for children to learn about other people. They plan regular opportunities for children to interact with people outside their community and meet the different people who work in their local area. For example, children feel excited to learn about safety from the fire brigade. They enjoy stories from a variety of different visitors to the nursery. Children develop a sense of belonging. As a result, all children develop a kindness and respect for other people.
• Managers are reflective of their practice. They plan continuous professional development opportunities that are linked to the needs of individual children. For example, staff have recently attended training on mathematics. This has increased staff's confidence at teaching children mathematical language. It also helps staff's teaching skills to continue to develop over time.

What the setting must and should do next

The provider should:

• strengthen further how staff are deployed to support all children to engage in their learning.