Little Stars Nursery

What is it like to attend this early years setting?

The nursery stands out for its warm, welcoming environment that prioritises children's emotional and physical well-being. Staff actively create a safe and supportive space where children feel valued and respected. This sense of belonging is particularly strong for children from disadvantaged backgrounds and those with special educational needs and/or disabilities (SEND). Staff ensure that all children, regardless of their individual challenges, receive the necessary support to thrive.

The curriculum is ambitious and tailored to meet the needs of all children, from babies through to pre-school-aged children. Staff offer a variety of engaging activities that encourage exploration, creativity and skill development. For example, in the baby room, staff provide sensory activities that promote children's physical development, while in the toddler room, staff offer interactive group activities that support social skills and language development. This approach ensures that all children have opportunities to grow at their own pace.

Staff set clear expectations for how children should engage with learning. They actively promote positive attitudes by encouraging curiosity, resilience and respect for others. For instance, they praise children when they show perseverance in tasks or collaborate with their peers. These actions help foster a positive learning environment where children feel motivated and confident.

Overall, the delivery of the curriculum has a strong impact on all children. Staff know how to implement the curriculum effectively to support children's emotional, social and intellectual development, preparing them for future learning. Children leave the setting feeling confident, capable and ready for the next step in their educational journey.

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

• The curriculum is designed to promote children's holistic development, with a clear focus on engaging children in a variety of activities that spark curiosity. For example, in the toddler room, staff encourage children to explore different textures, such as sand and water, to develop sensory skills. However, during an adult-led activity, staff do not always offer more complex tasks or deeper thinking opportunities for children who show high levels of ability.
• Staff know how to support children with SEND effectively. For example, during a music activity, staff work one-on-one with individual children, such as those who have speech delays, using visual aids and hand motions to support communication. The setting also provides tailored resources, such as sensory toys, which staff use to help children with sensory processing difficulties. Staff frequently liaise with parents and external agencies to ensure that children's needs are met effectively.
• Communication and language development is a key priority in the setting. In the pre-school room, staff engage in back-and-forth conversations with children during play. For example, staff encourage children to describe the colours and shapes of blocks they are stacking, which helps to expand the children's vocabulary. Staff also use singing and storytelling to further support language development, with toddlers actively participating and repeating words during group songs.
• Staff promote children's independence in personal care, such as by helping them to wash their hands and learn to put on their own coats. Children take turns to help set the table for snack time, a task that encourages responsibility. In the pre-school room, staff give children opportunities to practise self-care, like brushing their teeth. They praise children for their efforts, building their confidence and self-esteem.
• Staff place a strong emphasis on positive behaviour and mutual respect. During a minor dispute in the toddler room, staff intervened calmly to help children share a toy, encouraging them to use their words to express how they felt. Staff also use positive reinforcement, such as praising children for using 'kind hands', which encourages good social interactions.
• Staff feel well supported in their roles, with regular supervision and access to ongoing training. Staff also reported feeling encouraged to pursue further professional development, such as completing special educational needs coordinator training. Leaders ensure that staff are up to date with relevant safeguarding and child development training, allowing them to continuously improve their practice.
• Leaders value strong partnerships with parents, ensuring open communication about children's progress. However, some parents have expressed a desire for more detailed planning from staff to guide them in supporting their child's learning at home. A recent parent survey indicated a preference for more direct involvement in the learning process, particularly with activities that extend the learning from the setting to home.

What the setting must and should do next

The provider should:

• make sure that adult-led activities provide appropriate challenge and differentiation for the most able children
• work more closely with parents so they can promote their children's continuous learning at home.