Little Stars Day Nursery

What is it like to attend this early years setting?

Managers implement an ambitious curriculum that helps all children to prepare well for their next stage in learning. Children show confidence and good levels of independence as they learn to do things for themselves. This includes changing their own clothes after school and serving themselves during mealtimes. Babies smile in admiration at the staff who care for them. They explore coloured rice and respond to lights shone on the ceiling, which create various shapes and patterns. Staff use descriptive words and talk to children about what they see. Babies benefit from stories and song time. This helps to develop children's communication and language skills.

Staff, particularly in the pre-school room, model practice and ask well-timed questions to help children to develop their thinking skills. Children show that they are effective communicators. They talk eagerly to others about their learning. They remain engaged in activities, such as using magnifying glasses to look at real caterpillars and find out about the life cycle of a butterfly. Children recall the various evolving stages and use words such as 'chrysalis'. Children benefit from exciting outings and trips in the local community. They learn problem-solving skills and show an understanding of ways to use natural materials. For example, children join in with den-building activities.

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

• Managers evaluate the setting and work well with local schools. They share information, including arranging transition visits ahead of children starting school. This allows them to share appropriate information that helps to meet children's individual needs. Generally, managers work well with other professionals, including the local authority. They attend quality improvement network meetings and follow advice on how to make improvements at the setting. Despite this, the provider has failed to notify Ofsted of a significant event within a timely manner. However, this does not have an impact on children.
• Staff complete observations and assessments of children's learning and share this information with parents. Parents are invited in to the setting and meet with their child's key person. Furthermore, managers and staff arrange events, such as 'grandparents day' where grandparents are invited in to the setting for activities and celebrations. Parents comment that the settling-in arrangements have helped their children to settle quickly, and children now arrive and open their arms out for staff. Staff provide ideas for parents to try at home, including counting objects during walks in the local community. This helps to provide a continued approach to children's learning. Staff learn about the child's routine at home and implement this into practice, which helps children to feel secure and supports their emotional well-being.
• Children learn how to wash their hands and follow good hygiene practices. They benefit from healthy choices during mealtimes and have opportunities to exercise regularly. Children use a large climbing apparatus in the outside area. They work together with staff to learn how to operate a pulley system, using ropes and buckets. Young children use trays, paint and elastic bands to create paintings and artwork. Children are creative learners. They dress up in role-play areas and act out roles, such as firefighters and police officers. This helps to develop children's imaginative skills.
• Children show good listening and attention skills. They become engrossed in familiar stories being read by staff. Staff help children to prepare for what they need to learn next. However, transitions throughout the daily routine are sometimes disorganised. Children are left waiting too long and become distracted from their learning.
• Managers and leaders carry out supervision sessions and practice observations. Staff attend regular training, including in-house discussions at team meetings. Furthermore, they have completed training that focuses on learning through nature, with a specific focus on outdoor learning. However, there are some emerging weaknesses in staff practice that have not yet been identified and addressed. This is mainly around key routine times of the day to help to ensure that there is a consistent approach across all age groups.

What the setting must and should do next

The provider should:

• build on transition arrangements to ensure that children are not left waiting too long for the next stage in the routine
• review supervision sessions and consider ways to identify and address any emerging weaknesses in staff's practice.