Little Superstars Nursery

What is it like to attend this early years setting?

Children benefit from a warm and friendly staff team, who know them well. Staff take time to settle children in and build strong relationships. For example, younger children show they feel secure, holding up their arms for cuddles and smiling and giggling as staff play with them. Older children show confidence. For example, when they approach the inspector, they ask what she is doing and tell her about what they like to do in nursery. Children's behaviour is good, and they show appropriate levels of concentration and engagement for their age. Children develop good social skills. Staff place a strong focus on helping children learn to play with their friends cooperatively. Children learn how to take turns with favourite toys and gain a good understanding of kindness and respect for each other.

Managers and staff plan and provide a curriculum that supports children's individual learning. Children are motivated to explore and show good levels of curiosity and concentration. They take great enjoyment in activities. For example, younger children move their bodies in different ways, developing their coordination as they have fun rolling balls and pouring water down guttering. Older children purposefully join magnetic shapes to create props for their imaginative play. Children benefit from plenty of fresh air and exercise. Staff encourage routines, such as washing hands and brushing teeth, that help children to develop lifelong habits that support their good health.

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

• The management team works well together and has a clear vision that places children at the heart of their practice. The good leadership supports an environment that captures children's interest and enables them to explore and be curious as they play and learn. Staff feel supported by the managers. They attend regular supervision meetings that provide valuable opportunities to discuss their key children and identify any training or development needs.
• Staff provide children with a broad and balanced curriculum that takes account of their individual interests and next steps. They plan purposeful adult-led activities, such as exploring sensory materials, which enable children to learn about the world around them and promote language development. Staff engage well with children and encourage them to take part in learning. At times, however, staff do not fully consider how to extend all children's learning, to help them become fully engaged in their play.
• Staff provide clear and consistent routines. Transitions are managed effectively by staff, helping children to feel safe and confident as they move between activities. Staff interactions are warm and nurturing, fostering trusting relationships. However, during some routine activities, such as mealtimes, staff do not always ensure meaningful engagement with all children. As a result, some children have fewer opportunities to develop their social, emotional and language skills during these times.
• Managers and staff provide good support for children with special educational needs and/or disabilities (SEND). They work closely with parents and professionals to ensure that children with SEND receive the support they need. Managers make good use of additional funding to meet the needs of the children who receive it. For example, a sensory tent has been designed for children to help regulate their emotions.
• Staff support children's communication and language well throughout the nursery. They encourage children to sing familiar songs with actions, which helps to support their early language development. Children learn to make choices by recognising visual prompts, encouraging confidence and communication. Staff listen to children and use lots of repetition to support their speaking. Children of all ages love looking at books with staff. They model words and simple sentences clearly for babies, who confidently express themselves through gestures, sounds and first words.
• Staff support all children to build on their independence and self-care skills. For example, as they, wipe their faces and wash their hands ready for lunch. Children engage in physical activities that promote both large- and small-scale physical development. For example, staff provide children with regular time outdoors. Younger children are supported well as they develop early walking skills and navigate the space. Older children enjoy more focused activities, such as mark making and using tools to cut up play dough. This helps children to develop their coordination and muscle control for early writing.
• Effective communication with parents helps to ensure that there is a consistent approach to their child's care and learning. Staff provide parents with personalised daily information about their child's day. Staff share information about children's progress regularly with parents. Parents state that they are very happy with the care their children receive.

What the setting must and should do next

The provider should:

• make the most of all opportunities and experiences that arise to extend and challenge children's learning, to help them engage even more in their play
• consider the organisation of daily routines, such as snack and mealtimes, to ensure that all children continue to benefit from high-quality staff interactions.