Shimmering Stars Nursery

What is it like to attend this early years setting?

Children settle quickly in this warm and welcoming setting. They are supported by a strong key-person system that helps them to build secure bonds with staff. Staff prioritise the emotional well-being of children. They encourage children to place named pegs on emotion boards on arrival, and children freely update their pegs throughout the day. Children benefit from a calm sensory space that staff have created for times that children need space and time to regulate their emotions. This helps children to feel comfortable and secure in the setting.

Children benefit from a well-planned curriculum, which staff implement through adult-led topics and child-led interests. For instance, staff provide a butterfly kit for children to see butterflies growing in real time, before releasing them into the wild when they are fully developed. Children participate in spontaneous learning, such as when their interest in shadows emerges as they notice them on the ground outside. Staff provide chalks for children to draw shadow outlines, sparking conversations about shapes, sizes and body parts.

Staff nurture children's creativity and curiosity. Children experiment in the mud kitchen by rubbing herbs and comparing scents, such as mint and toothpaste. Staff encourage children to try new ideas and praise their efforts, boosting children's confidence. Children test out ideas, such as painting vehicle wheels to see the marks when they roll them. This deepens children's engagement and fosters positive attitudes to learning.

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

• Leaders and staff work together to decide what skills and knowledge they would like children to learn. Together, they structure the curriculum with two strands, one for younger children and one for older children. This ensures that the curriculum is sequenced for children so that they build their skills and knowledge over time.
• Overall, staff implement the curriculum effectively. They plan engaging activities and experiences that introduce new concepts to children, as well as revisiting past learning to ensure that it is embedded. For instance, children learn the difference between a chrysalis and a cocoon. They learn how to follow a recipe and crack eggs as they bake crustless quiche. However, there are times when staff do not recognise opportunities to stretch children's learning further for children who are ready to extend their skills and knowledge.
• Staff understand the individual needs of all children well. They use accurate assessments of children's development to identify any delays and put targeted support in place swiftly. Leaders extend support to families, guiding them through referrals and access to external services when needed. As a result, all children make good progress from their starting points in development.
• Literacy is a key focus across the setting. Staff encourage children to regularly borrow books from an easily accessible book box at the entrance. Children choose freely from a wide selection of books in each room. They enthusiastically join shared story sessions with staff and their peers. Children develop a love of books and stories.
• Leaders and staff work hard to support smooth transitions to primary school. They invite teachers to visit the setting and take children for story time at a nearby school. Staff encourage children to try on the uniforms of their future schools. This helps them to feel confident and prepared for the next stage of their education.
• Children demonstrate good behaviour throughout the setting. They show patience as they wait calmly in line to wash their hands. Their interactions with each other are positive. Children show care towards the setting's pet tortoise as they handle her gently. They develop respect, kindness and good social skills.
• Leaders are reflective and committed to continuous improvement. They involve staff and parents and carers by sharing questionnaires and holding regular team meetings. Leaders use feedback to inform development plans. For instance, the setting has recently introduced a new communication app, designed to strengthen home and setting links and keep parents more connected with their children's learning and progress.
• Parents express that they are happy with the care and education their children receive. They speak positively of staff and value the strong relationships built through the key-person system. Parents appreciate the guidance staff share about their child's development. They recognise the progress their children have made while attending the setting. Parents particularly praise the variety of experiences offered, such as visits to the local library and nursing home.

What the setting must and should do next

The provider should:

• focus on helping all staff to recognise when they can extend children's learning and understanding even further.