Shining Stars Day Nursery

Inclusion: Expected standard

Leaders and staff work in partnerships with parents and carers to get to know all children well from the start. They use this information, alongside observations, to record children's starting points. Between the ages of two and three years old, staff complete progress checks and use ongoing assessments. These help staff to identify any gaps in children's learning or development and address them swiftly. Leaders and staff make referrals and work in partnerships with other professionals to support children, including those with special educational needs and/or disabilities (SEND) or barriers to their learning, to make progress.

Staff have completed training to support children with SEND. This has helped them to make changes and adapt their practice to give children further support. For example, staff differentiate during teaching and position themselves so they can encourage children's language development. They repeat words to support children to increase their vocabulary. Staff also use visual prompts to help children to understand what is happening next. Staff support children's behaviour helping them to regulate their feelings and promote their social interactions with their peers. Leaders use additional funding to purchase resources to benefit the children and for extra staff to provide additional support for children with SEND.

Curriculum and teaching: Expected standard

Leaders and staff have been working with the local authority and have made positive changes since the last inspection. They have focused on improving the curriculum to support all children's development across all areas of learning. Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). They plan a sequenced curriculum which includes activities to build on what they want children to know next. Staff understand the learning intentions and demonstrate how they adapt their teaching to meet all children's individual needs.

Staff place a high priority on promoting children's communication and language skills. Children enjoy singing and sharing stories which increases their vocabulary. Staff repeat words, ask questions and give children time to think and respond. They actively engage children in conversations and support them to become confident communicators. Staff build strong attachments and support children to interact and develop friendships which enhances their social and emotional development.

Staff increase children's understanding of mathematics through their play and routines. Children enjoy counting as they jump and use mathematical language as they make shapes with play dough and paint. Staff encourage children to practise their physical skills and give demonstrations. Children increase their balance as they walk on bucket stilts, ride scooters and throw and catch balls with their peers.

Achievement: Expected standard

Children benefit from a broad curriculum which covers all of the areas of learning. This allows them to access a range of activities and practise their skills both independently and with support from staff. Children show curiosity and happily explore the environment. They confidently engage with staff and invite them to join their play.

Children demonstrate their skills and show concentration and focus. For example, after being given demonstrations, children persevere and master using scissors to cut snips in paper. They happily show staff their finished paintings and demonstrate they feel proud when they receive praise.

Children gain confidence in their communication and language skills as they listen and share stories, share their views and socialise with their peers. All children, including those with special educational needs and/or disabilities (SEND), typically gain the skills they need to progress and be prepared for their next stage of learning.

Behaviour, attitudes and establishing routines: Expected standard

Although established routines are in place for most of the time, staff do not follow these consistently. For example, they ask children to tidy away the toys, but do not reinforce their expectations. This gives children mixed messages and does not help them to take responsibility.

Overall, staff manage children's behaviour well. They talk to children about the rules and the daily routine. This helps children to typically know what is expected of them and to understand what is happening next. Staff support children with special educational needs and/or disabilities (SEND). They use visual prompts to aid their understanding and generally support them to manage their behaviour.

Staff support children age and stage appropriately to learn about their emotions and how their behaviour can affect others. They introduce new vocabulary to help children understand different feelings. Staff proactively support children, including those with SEND. They provide a calm space for children to regulate their emotions, offering reassurance and cuddles when needed. Staff promote social skills, sharing and turn-taking. This promotes a positive environment and helps all children to feel respected and valued. Leaders work with families to promote to importance of punctuality and regular attendance.

Children's welfare and wellbeing: Expected standard

Leaders and staff provide a nurturing environment which supports children to build positive attachments to their key person. This enables children to feel safe and secure. Staff get to know all children well, including those with special educational needs and/or disabilities (SEND). This ensures staff understand children's changing needs, interests and stage of development. Staff use this information to make adaptations to ensure children flourish.

Staff promote a positive social experience during snack and mealtimes. They sit with children and supervise them throughout, which ensures their safety. Children learn about the importance of healthy food choices, follow positive hygiene routines and learn about the importance of oral health. Children increase their independence as they pour their own drinks, serve food and feed themselves. Staff demonstrate respect and provide individual attention during nappy changing routines. They provide a calm and relaxing space for children to sleep, rest and recharge. This supports children to learn about their bodies and individual care needs.

Children enjoy extending their physical skills outside. Staff support children to learn about safety when using equipment as they practise increasing their balancing and coordination. Staff engage children in conversations about their feelings and emotions as they learn to take turns and share resources with their peers.

Leadership and governance: Expected standard

Leaders have identified some further areas for improvement that they would like to develop in the future. Currently, there is no clear plan or timescales in place to ensure these are effectively implemented to raise the quality of the provision and benefit children's wellbeing further. For example, strategies and professional learning to further enable staff to support children's behaviour when needed.

Leaders have supported staff to increase their knowledge and skills. This has resulted in improvements to the curriculum and staff interactions to promote children's language development. This has had a positive impact on children's communication, helping them to use more vocabulary and become more confident. Leaders have also taken action to address recent staffing issues to ensure safety is maintained and children's welfare is not put at risk. Staff receive regular supervision sessions. They feel supported regarding their wellbeing and managing their workload.

Leaders work in partnerships with parents and carers and other professionals. Parents speak highly of the support they receive from staff and the ongoing communication regarding their children's learning and progress. This includes the support for children with special educational needs and/or disabilities.