Little Stars Day Nursery

What is it like to attend this early years setting?

Children enjoy their time at the bright and busy nursery. They make good progress towards their onward education as a result of the broad and well-considered curriculum. Staff are welcoming and know children well. They use children's existing interests to engage their attention and build on what they already know and can do. Staff make sure each child and their family feels valued and included. Babies and children settle quickly and form strong bonds with caring staff. Staff support babies sensitively. They offer praise and encouragement as babies take and practise their first steps, for example.

Staff help children to understand expectations of them and to manage risk. For instance, children know to hold the handrail while walking down the stairs. Staff link children's learning and involve them in planning outings. For example, when children choose to make cakes, staff take them shopping for ingredients. This supports children's learning in a variety of areas and sparks interesting conversations. Staff promote children's talents and self-esteem well. Children sing, dance and confidently approach and perform for visitors.

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

• Staff plan activities to teach children specific physical skills, such as balance. Babies' early physical skills are well supported as they climb and slide on the low play equipment in their spacious room. Children access outdoor areas and local parks regularly. Staff promote children's physical development and overall well-being well.
• Children's understanding of number and mathematical concepts is promoted well and woven through the curriculum. Staff ensure that children's knowledge is embedded as they play number games, for instance. Children form a firm basis for their future learning.
• Staff promote children's language skills through discussions and dialogue as they play. Children enjoy books and stories. They join in with rhymes and happily dance together, singing their favourite songs. Children are articulate and become confident in their communication skills.
• There is a focus on promoting children's independence and ensuring that they are well prepared for their move on to school. For example, most children are toilet trained before their pre-school year with staff's consistent support. Children also enjoy calm mealtimes, where they converse with their friends. They develop important life skills.
• Children's understanding of inclusion and diversity is given depth through their play and discussions. For instance, they celebrate different family dynamics and heritage through family-tree displays and family photograph books, which children show delight in discussing. Children develop a good understanding of how they are each unique. They learn about and begin to prepare for life in modern Britain.
• Children with special educational needs and/or disabilities, those in receipt of additional funding and those with health needs are well supported. Effective monitoring means that gaps in children's learning are identified early on. Staff work with other professionals as required to ensure that children receive appropriate support. All children make good progress from their individual starting points.
• Relationships with parents are supportive and strong. Staff keep parents well informed about their children's progress. For instance, staff frequently share children's next steps and ideas to support learning at home. Parents contribute experiences from home for children to share and discuss at nursery. The effective dialogue between parents and staff promotes consistency in children's care and learning well.
• The provider supports staff's well-being thoughtfully. For instance, they offer flexible working hours where this is helpful. This helps keep staff morale high. This translates to staff being positive role models to children and supporting them to enjoy their play and learning.
• The provider offers opportunities for professional development, but these are not always focused incisively for all staff to raise the quality of education even further. For instance, leaders observe and monitor staff's practice but do not always use these observations to inform further training.

What the setting must and should do next

The provider should:

• support the professional development of all staff to continually raise the quality of education for children across the nursery.