Rising Stars (Redbourn) Limited

What is it like to attend this early years setting?

Children are happy at this welcoming nursery. They form secure relationships with the nurturing staff team. Staff gather a wealth of information from parents about children's care needs and prior learning during bespoke settling-in sessions. They use this information well to plan a meaningful curriculum. All children make good progress. Staff consistently build on children's communication and language skills. They identify a diverse selection of core books and songs, and each one is implemented successfully through the 'book and song of the month'. This helps to embed key words and phrases. Children snuggle up to staff as they read to them. Children thoroughly enjoy the freedom to explore the sensation of paint on their hands. They explore making marks on paper using their fingertips and palms. Staff skilfully interweave mathematics through children's play. They challenge children to count their own fingers and compare the sizes of toy dinosaurs.

Staff are positive role models. They consistently use good manners when speaking with children. This motivates children to do the same. Children show high levels of independence and respect for their environment. They confidently clear away their plates when they have finished eating and eagerly wipe up any water they spill. Children develop a strong appreciation of different cultural backgrounds and beliefs. Staff teach them about the purpose of a prayer mat and include these within children's role-play areas. Attractive displays of children's family photos create a strong sense of belonging. Staff use these photos effectively to support children's understanding of similarities and differences.

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

• Leaders have a clear intent for the ambitious curriculum for children. This places an emphasis on supporting children to develop strong foundations to be confident and articulate individuals. The staff team implements a broad range of experiences that embrace children's interests, build on their experiences from home, and support them through life changes, such as the arrival of a new sibling. Key persons know children very well. However, there is not highly effective arrangements to share the intent of planned activities with other staff. This means that they are not always well informed how to support children's learning during interactions with them.
• Children with special educational needs and/or disabilities are well supported. Staff work in partnership with parents and other professionals to provide children with personalised support plans to help them make the best possible progress. Any additional funding the setting receives is used well to support children's individual needs.
• There are secure arrangements to support children's good health. All children enjoy nutritious snacks and meals that are prepared by the nursery chef to reflect their individual dietary requirements. Children thoroughly enjoy their time outdoors in the fresh air. They develop good physical skills and swiftly learn to assess their own risks. For instance, they demonstrate an awareness of balance by extending their arms while walking along a row of raised crates. They develop strength and coordination as they confidently climb the steps of the slide.
• Staff have high expectations of children's behaviour. For example, they provide them with calm reminders not to throw sand and clearly explain why it is important not to do this. Children are very well supported to identify their own and other's feelings using stories and soft toys. Staff also teach children breathing exercises to support them to calm their mind and body. This helps prepare children to regulate their own emotions.
• Leaders work closely with staff to support their ongoing professional development. They encourage staff to reflect on their own practice. Staff have good opportunities to complete training. Leaders regularly observe staff practice and complete supervision meetings with staff. However, identified areas for development in practice are not always prioritised or addressed. This results in some staff's teaching and interactions with children being variable, therefore, children's learning is not always promoted at the highest level. Staff feel valued. Their achievements are recognised and celebrated by leaders. This has a positive impact on staff well-being.
• Partnerships with parents are strong. There is a good two-way flow of communication. Staff share a wealth of information about children's achievements and ideas to support their children's learning at home. Parents and children's extended family have a real sense of belonging at this nursery. They are invited to events throughout the year that enables them to experience what it is like for their children to attend and build even more secure relationships with leaders and staff. Parents comment how they appreciate the 'warm welcome' they receive. They describe the staff team as 'professional' who are consistently 'attentive' towards their children's needs.

What the setting must and should do next

The provider should:

• strengthen the sharing of information between the children's key person and other staff
• focus even more on supporting staff to raise the quality of teaching to a consistently high standard across the staff team.