Shining Stars

What is it like to attend this early years setting?

The management and team of staff provide children with a very calm and homely environment in which to play. Children are greeted with genuine warmth and kindness by staff, who are happy to see them. Children demonstrate that they are enthusiastic and eager to learn and settle quickly. They leave their parents with ease and become engrossed in activities offered. Staff plan a broad curriculum around the children's interests and developing needs, also introducing seasonal topics to extend their learning about the world around them. Planned activities in the local community, such as regular visits to the library, enhance children's learning further. Children are aware of the expectations and rules of the nursery. They positively respond to the requests of staff, for example, when it is time to put things away in preparation for dinner. They listen with intent to instructions, and staff speak respectfully to children. Staff are calm and positive role models, and children's behaviour is good.

An effective key-person system ensures that the staff know children well. They invest time in getting to know the children and their families well before they attend. Babies are very happy and settled. Their individual routines are followed to ensure they feel safe and secure. They are offered comforters from home and are soothed as they receive cuddles and reassurance when they become tired. All children have established trusting bonds with their key person. Children's speech and language development is good, and they demonstrate that they are confident speakers and engage visitors to the nursery in their games and conversations.

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

• The management team is passionate about its role. The team is committed to providing the best outcomes for children. Staff have worked hard to improve the nursery since the last inspection. They evaluate changes made to ensure they have a positive impact for the children attending. Plans are in place to develop the nursery further.
• The quality of teaching is good. Children are offered a broad curriculum that covers all areas of learning. Staff plan according to children's individual interests and what they need to learn next and promote the skills they need to be independent learners. However, the curriculum is not consistently challenging and, sometimes, the most able children are unable to build on what they already know and extend their knowledge to an even higher level.
• Children focus on activities of their choice and show sustained concentration. For example, they persevere as they make train tracks. Staff interaction is good, and they are subtle as they offer help by providing more resources. They engage children in conversation that encourages them to think critically to find the right pieces to make the track.
• Staff are encouraged in their own professional development. There is a culture of evaluating and sharing new ideas and knowledge learned from training opportunities.
• Children learn the importance of staying safe and healthy through daily routines. For example, they enjoy a balanced diet of healthy snacks and meals that are freshly prepared each day. Stringent procedures in place ensure children's allergies and dietary needs are supported.
• Children enjoy fresh air and exercise outdoors and are proud of the vegetables they grow. They confidently explain to visitors to the setting about the crop of tomatoes and beetroot they have grown.
• The nursery is fully inclusive, and all children make good progress, including those who need additional support. Professional relationships have been established with outside agencies to ensure early intervention, and support is in place to help children achieve their full potential.
• The staff have established friendly but professional relationships with parents. They welcome the input of parents into the children's learning and encourage them to share what they know. Positive links have been established with other early years settings children attend to ensure continuity of care.
• Parents speak highly of the nursery, commenting that their children settle quickly and that they make good progress. They say the staff go 'above and beyond' their expectations to ensure the children are happy.
• The team has worked hard and continues to make improvements since the last inspection. While changes have been made in the baby room, the organisation of the environment means staff are sometimes busy with other tasks. Therefore, babies are not fully engaged, as staff are not able to focus on supporting the children for a smooth transition for nappy changing, sleep and mealtimes.

What the setting must and should do next

The provider should:

• plan more opportunities in the curriculum to challenge children's thinking to consistently build on what they already know and can do
• develop and continue to strengthen the learning environment for babies so that they remain fully engaged during transition times.