Little Stars Childcare

What is it like to attend this early years setting?

Children receive warm and personalised greetings from familiar staff as they arrive to start their day. Staff check in with parents for any information they may need to know to meet children's needs effectively. Children who are new to the nursery, or those who need a little extra support to separate from parents, receive comforting cuddles, which enables them to settle quickly. Children of all ages become absorbed in a variety of activities and play experiences within the environment. These have been well planned to include children's individual interests. In turn, children swiftly make choices in their play and, on the whole, demonstrate positive engagement as they play and learn.

Staff have high but appropriate expectations of children's behaviour. They apply a consistent approach as they support children to learn right from wrong. Staff support them to resolve any minor conflicts swiftly. This helps children to learn about their own and others' growing emotions. Staff are positive role models, which contributes to children's kindness towards one another. They invite friends to join in games and create imaginative play together, sharing their thoughts and ideas. In addition, staff understand the importance of teaching children to be safe. They provide explanations as to why they have asked children to do or not do something to help children understand consequences. As such, older children confidently remind each other to tidy toys away so they are not a trip hazard. These experiences provide children with the knowledge they need as they learn to keep themselves and others safe.

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

• Leaders are passionate about their roles and the experience they provide children and their families. They value being positive members of the local community as they get to know families to create an open, trusting and inclusive culture. In addition, leaders value their staff, who report they are well supported and have a genuine dedication and enjoyment for their roles.
• Staff have a secure knowledge of the curriculum. As such, children have access to a range of learning that covers all seven areas of the early years foundation stage. Staff adapt and tailor learning experiences to support children's individual stages of learning. Staff know what children have learned and what they are teaching them next and why. They provide opportunities for children to revisit new skills and knowledge as they support them to build on these even further. This helps all children, including those with special educational needs and/or disabilities, to make the good progress they are capable of.
• Children are generally encouraged and supported to be independent. They choose their play and are well supported in developing their self-care and hygiene practices. However, staff do not always recognise opportunities to consistently promote children to gain the skills they need. For instance, sometimes, staff complete tasks that children could do for themselves. This does not fully promote children to gain the independence skills they strive to achieve.
• The key-person arrangements are effective. Staff understand the importance of developing secure bonds with children. As a result, children seek out staff for praise, support and reassurance if needed. Staff are nurturing and attentive to children's needs and wants. This supports children's personal, social and emotional development well as children feel valued, respected and included.
• Children's communication and language development is fundamental at this nursery. Younger children hear clearly spoken, single, repetitive words. This is complimented by staff's exaggerated facial expressions, use of gesture and visual aids. Older children are supported to develop secure conversational skills and learn new words in context, such as 'massive' and 'stethoscope'. This broadens their range of vocabulary. This supports all children to become confident communicators.
• Overall, the routines of the day are well considered. However, staff do not always recognise that there are some routine times, particularly for the older children, where their behaviour and engagement is impacted due to long periods of sitting down. Despite this, generally, children demonstrate good levels of engagement.
• All children have ample opportunities to develop their physical skills. Staff actively promote both gross and fine motor development. Children develop their core muscle skills as well as improving their dexterity and hand-eye coordination. This prepares children for future early writing skills.
• Partnerships with parents are strong. There is an effective two-way flow of information, which children are at the heart of. Parents and carers are highly complementary of the learning and personalised care their children receive.

What the setting must and should do next

The provider should:

• strengthen opportunities for all children to do even more for themselves to further support their growing independence, in preparation for their next stage of learning
• review the organisation of some daily routines, particularly for the older children, to ensure their individual needs are fully met and their engagement consistently promoted.