Shining Stars Day Care

Inclusion: Strong standard

Staff complete regular and robust assessments. Parents play an active part in these assessments to ensure they are kept informed of their children's learning and development. These highly effective partnerships mean that potential interventions can take place at the earliest possible opportunity. Staff work closely with other professionals when specialist or more targeted support is required.

At times, staff work with smaller groups of children to focus more precisely on their individual learning needs. These are highly effective to support individual children. For example, an activity to support 2 children to play alongside each other is effectively planned and implemented.

Leaders ensure additional funding, such as the early years pupil premium, is used effectively. They review children's assessments to identify where there may be gaps in their learning. They also take into consideration children's current interests. The use of this funding is monitored through the knowledge of each child and their ongoing support plans.

Staff have high expectations for all children, including those with special educational needs and/or disabilities. They put in place targeted intervention plans to support individual children. In addition, they complete further detailed and focused assessments to monitor any additional support. This ensures it is having the desired impact, and all children continue to make sustained progress.

Curriculum and teaching: Strong standard

Leaders have a clear oversight of the curriculum and the delivery of this across the nursery. The curriculum is well planned to ensure there are ample opportunities for learning across all aspects of the day. Additionally, the environment has been carefully considered to ensure it supports children's learning effectively. Activities are purposefully planned to ensure they build on children's prior knowledge and learning.

Staff skilfully use opportunities in children's play to support their learning. They guide and support their play, taking into consideration their individual learning plans. For example, staff plan an activity to support children to play cooperatively. Children remain engaged in this activity for an extended period of time. At times, staff observe the activity while seamlessly intervening at other times. This ensures their interventions have the most impact on children's learning and social skills.

Staff place a focus on supporting children's communication and language. They model words in play and link these back to children's previous experiences. For example, staff model words such as 'croissants' to babies. They talk about their appearance and help children recall having them for breakfast. This helps to add context and meaning to language. The curriculum and all activities are constantly reviewed to ensure they remain fully inclusive to the current cohort of children. This takes into consideration children's individual learning plans and any specific dietary needs, such as allergies and sensitivities.

Achievement: Strong standard

Children develop a wide range of lifelong skills. At mealtimes, they proudly take responsibility for clearing away their own plates. This helps to give children a sense of ownership and responsibility. Children are becoming confident communicators. They are confident to engage in meaningful discussions with their peers and adults.

Children are beginning to focus their attention on tasks. They engage in activities for sustained periods of time. For example, some children focus their attention at the writing table. They develop skills appropriate for their age and stage of development. For example, some children enjoy attempting to write letters from their names, and others enjoy drawing pictures.

Children with special educational needs and/or disabilities make particularly positive progress in relation to their starting points. This also applies to children who face other barriers to their learning. Children are well prepared for their next stage of learning, such as school.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for children's behaviour and promote regular attendance. There is a consistent approach to supporting children's behaviour across the nursery. Staff provide children with praise for displaying positive behaviours. Additionally, staff ensure they explain why some behaviours are not appropriate, for example when children forget the rules and run inside. Staff calmly explain that they need to walk in the nursery to keep themselves and others safe. This supports children to learn the consequences of their actions and understand why boundaries are in place.

Staff use some basic sign language, such as to encourage children to use 'kind hands'. This helps to further embed rules, particularly for children who require more visual aids to support their understanding. Staff redirect children's play if required and remind them to take it in turns.

Staff know all children particularly well through an effective key-person approach. Staff promote positive attitudes for children's learning. As children share the pictures they have drawn, enthusiastic staff exclaim how proud they are of their drawings. This helps children to be proud of their achievements and take pride in themselves. Routines are typically well planned. For example, mealtimes are well planned to promote a range of learning opportunities. However, at times, particularly during times of transition, children and staff do not know what is happening next. This creates confusion and some low-level disruption among children and has a negative effect on their behaviour.

Children's welfare and wellbeing: Strong standard

Leaders have established effective policies and procedures that prioritise children's welfare and wellbeing. These are consistently embedded across the nursery by the dedicated staff team. Children are becoming increasingly independent in tending to their personal care needs. For example, pre-school children confidently wash and dry their hands unaided. Children have access to a dedicated outside space that they regularly access.

Staff provide children with a well-balanced, healthy meal. Leaders continuously reflect on their meals and whether they meet the needs of all children. They have carefully considered the most appropriate times for children to eat, taking into account the daily routine and supporting opportunities for children to enjoy family meals at home. Leaders understand the context of the local area. For example, they know that poor oral hygiene is a concern within the local authority. They support children's understanding of oral hygiene through activities and provide guidance to parents.

Staff consistently consider babies' individual routines to ensure their individual care needs are met. They work closely with parents to remain aware of any changes to routines. Attentive staff are consistently aware of how children may be feeling. They are receptive to children who may be feeling nervous or unsure in some situations. They offer further guidance and support where required.

Leadership and governance: Expected standard

Leaders have a clear overview of the nursery and the context of the community in which it is located. They understand the strengths of the nursery, such as its approach to inclusion and its positive engagement with parents. Although leaders recognise where improvement is required, for example in establishing consistent routines, plans to oversee and develop these are still in the early stages.

Leaders observe staff practice and provide staff with regular meetings to discuss their practice. They provide them with a range of online training. This helps to ensure their knowledge remains up to date. The manager regularly spends time in the rooms modelling effective practice. This particularly supports those staff with less experience and apprentices. Staff say they are well supported and report high levels of wellbeing. They are happy with the support provided by the management team.

Staff and leaders regularly engage with parents and provide them with support and guidance. For example, they provide guidance to parents about how to support children's oral hygiene at home. They operate a food bank for families who may at times benefit from this. Staff and leaders have formed positive working relationships with other professionals who work with some children, for example health visitors and area special educational needs and/or disabilities coordinators.

Leaders have failed to notify Ofsted about a significant event. This is a breach of statutory requirements. Leaders have familiarised themselves with the guidance on when to notify Ofsted to ensure future compliance. This breach has not had an impact on the safety and/or wellbeing of children.