Glowing Star's Day Nursery

What is it like to attend this early years setting?

Staff provide children with a range of interesting activities and experiences that encourage them to develop a positive attitude to learning. They build relationships with parents to find out what children know and can do when they start. Staff develop strong bonds with their key children. They know children well and are responsive to their individual needs. Children are settled, confident and engage well in their play. They eagerly explore the activities that staff have created. Children are building the language they need to communicate their needs to others. This helps them to express themselves with their friends as they learn to share and to take turns.

Since the previous inspection, staff have continued to work with determination to provide good outcomes for children. They consider what knowledge and skills they would like children to learn during their time at the nursery. These are promoted through a combination of child-led play and adult-guided activities. Children benefit from a curriculum which focuses on the development of key skills, in readiness for the next stage in their learning. Older children are very independent and have good self-esteem. They are motivated to learn and show they are ready for their transition to school.

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

• Leaders design a broad curriculum that is based on children's interests and what they need to learn next. Ongoing assessments of development highlight any gaps or delays effectively. Staff work with other professionals and they adopt strategies to ensure that all children progress well from their starting points. This includes those who speak English as an additional language and those with special educational needs and/or disabilities.
• Staff pay close attention to promoting children's communication and language skills. They teach children to listen carefully by organising small group sessions. Children develop confidence in speaking. They sing familiar songs and enjoy listening to favourite stories.
• Staff are enthusiastic and positive in their approach and children want staff to join in their play. Children enjoy the games they play together outside, such as negotiating an obstacle course of hoops and large bean bags. Staff listen to children, engage them in conversation and make learning fun.
• Staff receive a robust induction. This helps them to become familiar with their roles and responsibilities. Staff access online training, and leaders ensure that they complete mandatory training. However, there are some minor inconsistencies in the quality of teaching and interactions that children receive from less-confident staff.
• Staff encourage children to use good manners. They consistently praise children to recognise their achievements and efforts, such as when they show good listening skills. Overall, children behave well and are curious and motivated learners. Children follow clear boundaries and are supported to understand emotions and levels of self-control when they encounter challenges.
• Good hygiene and self-care practices are effective across the setting. Staff teach children to become increasingly independent in managing their personal needs. Children learn about healthy lifestyles, and parents are offered information on topics, such as oral health, to continue supporting these processes at home.
• Parents value the friendly staff and the care their children receive. They appreciate the daily updates, newsletters, and the ways in which staff keep them informed. This helps to ensure the continuity of children's learning at home. They feel their children are being helped to make good progress.
• Leaders are highly motivated to bring about continuous improvements in quality and they have systems in place to monitor practice. For example, leaders frequently observe staff. Regular supervision helps staff to develop their strengths and build up confidence. The opportunities for discussions and additional training helps staff to feel valued and supported in their work. However, although leaders are training less-experienced 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:

• provide further coaching, mentoring and support for less-confident staff to raise the quality of interactions and teaching to the highest level
• support staff to strengthen their understanding of the purpose of adult-led activities, so that these are linked more effectively to children's next steps in learning.