Little Stars Nursery - Stonehouse

What is it like to attend this early years setting?

Children settle quickly in this friendly nursery. Staff greet them enthusiastically, and children gather on the carpet ready to find out from staff about the day's events. Overall, the curriculum is planned and implemented well. Leaders closely monitor children's progress to quickly close gaps in learning. For instance, staff ensure that they help children to develop their hand-eye coordination. They support children in using plastic tongs to pick up small plastic animals. They encourage children to squeeze the tongs hard enough so that they can pick up the items and place them into coloured trays. This helps to strengthen children's finger and hand muscles in preparation for early writing.

Staff have high expectations of children's behaviour. They use 'golden rules' to help children understand between right and wrong. Children understand 'kind hands' and learn to play cooperatively. Staff teach children to share, saying 'your turn, my turn', which supports children's social skills. Children then use this in their own play with their friends.

Children feel safe and secure, forming close relationships with staff. They frequently invite staff into their play and spontaneously go to them for cuddles. Staff are passionate in their role, helping children to have a positive attitude to learning.

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

• Children learn the importance of oral health. Staff ensure that children brush their teeth soon after entering nursery. Children watch an interactive video and copy staff who also brush their teeth alongside them. Staff talk to children about different brush movements and to make sure they reach their teeth at the back of their mouth.
• Staff implement frequent song times. Younger children enjoy their favourite songs, such as 'The Wheels on the Bus'. They join in, using sounds and single words. Older children chant the days of the week and work out that it is 'Wednesday'. Children join in with words and actions to their favourite tunes, helping to support their confidence and speaking skills.
• Older children develop their communication skills well. Staff implement 'Chat on the Mat', where children can share their own experiences, such as 'Bonfire Night'. Children use describing words when they talk about fireworks, including 'flashing' and 'colourful'. Younger children benefit from staff using visual aids and sign language to develop their understanding. However, staff do not consistently promote children's home languages to develop their understanding. Children who speak English as an additional language sometimes walk away as they do not know what is being said to them.
• Staff implement respectful care practices. They ask children if they can change their nappy, and staff make these times a positive experience. For instance, staff sing songs and make children laugh. Children show a willingness to cooperate.
• Parents speak highly of the nursery. They comment on the strong communication from staff and how they can view their child's progress through an online app. Parents talk about how the nursery has supported them as a whole family and how their child's development has improved since starting.
• Children enjoy group activities, such as making 'firework' pictures. They use glue brushes to make large circular movements. Children then pick up small, coloured sticks using their pincer grip and place them onto their picture to represent fireworks. They enjoy sprinkling glitter and talk about the colours they have used. However, staff do not plan and implement adult-led activities to meet children's individual needs. Some children find the activity too easy and leave soon after starting.
• Partnerships with other professionals are effective. Staff work closely with relevant agencies to ensure that children and their families receive ongoing support. For example, they meet frequently with the on-site children's centre to drive improvement.
• The nursery implements effective supervision to monitor the quality of staff teaching. Staff observe each other's practice and provide feedback to identify their strengths and areas to develop. For instance, staff now ensure a consistent approach so that older children understand routines.

What the setting must and should do next

The provider should:

• consistently promote younger children's home languages to further develop their understanding
• plan and implement group activities more effectively for older children to build on their individual needs and next stages of development.