Little Stars Nursery

What is it like to attend this early years setting?

The staff are respectful, warm and attentive to the children. As a result, the children are settled and happy in their environment. Children are building friendships and are seen playing well together. For example, the children enjoy playing hide and seek in their local park where they take regular walks.

The children make good progress and are supported in their next stage of learning. For example, the youngest children are being supported to learn about their senses. The older children are getting ready for their transition to school by enhancing their independence and self-care skills.

Children are considerate of each other and behave well. For example, they are often heard saying please and thank you, especially during mealtimes, which is further demonstrated by the staff. Children are beginning to understand and manage risk. When walking to the park, the children are seen telling each other to look left and right before crossing the road. Children with special educational needs and/or disabilities (SEND) are given one-to-one support to ensure they are making progress. For instance, staff are deployed well to ensure children with SEND are given the support they need.

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

• The key-person system is effective. Children develop close relationships with staff who have good knowledge of what children can do. They use this information well to plan and meet children's learning needs. Most children are prepared for their next stage of learning, including starting school.
• Children develop their physical skills well during trips to the park. They run around in the park and show a good understanding of the rules of the games, such as hide and seek. Children show an understanding of managing risks. For instance, they remind each other to look before crossing a road.
• The manager ensures constant communication with parents, and they share information regularly. Parents speak very highly of the nursery. For example, parents feel staff are friendly and warm, and they always feel welcomed. The parents feel their children have been making progress in their learning since starting nursery.
• There is a culture of warmth at the nursery. The staff team is mostly qualified and experienced. The manager conducts regular supervision meetings for staff to discuss their performance. Staff have opportunities for ongoing professional development through an online training supplier. This supports staff with their practice and in meeting children's learning needs. Staff say that they feel happy and their wellbeing is looked after.
• Staff observe and assess children's progress, which helps them to understand children's strengths, interests and areas for development. Staff and parents work closely together to make referrals to external professionals in support of children with SEND or other concerns. Children make good progress with their development, and they are supported for their next stage in learning, such as transitioning to school.
• Children behave well. They share and take turns when playing. Staff praise children regularly for their good behaviour. This helps children with their confidence, who are seen playing well together.
• Transitions within the nursery are managed well. Children progress with their friends to ensure a more smooth transition. As a result, the children are more settled and confident in their new room.
• Overall, care practices are good. Staff provide healthy meals and talk to children about their favourite foods. However, staff do not always remember to teach children about the importance of following good hygiene practices. For example, they miss opportunities to talk about the importance of washing their hands.
• Staff do not always plan ambitious activities to further extend children's communication skills. For example, during play, staff use lots of praise for good work but are not interacting effectively to enhance children's communication and language development. Staff do not regularly comment on what the children have found or are doing. As a result, children have fewer opportunities to develop their communication skills.

What the setting must and should do next

The provider should:

• maximise the children's understanding of the importance of a healthy lifestyle
• provide regular opportunities to further extend communication and language development.