Shining Stars Day Nursery
Shining Stars Day Nursery is a day nursery in Halifax for children aged 0 to 4, with 80 registered places. Ofsted report card, 24 April 2026: Strong standard in 1 area, Expected standard in 5 areas; safeguarding standards met.
29-31 Clare Road, Halifax, HX1 2JP
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 0 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 80 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 12 July 2018 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Source: Ofsted report, inspection on 24 April 2026
Who runs it
Shining Stars Day Nursery is run by P and L Nurseries Limited (Ofsted register).
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Expected standard
- Children's welfare and wellbeing: Expected standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 24 April 2026. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Children arrive happy and ready to play. They feel safe because staff know them well and respond quickly to their needs. Babies enjoy warm interactions in a supportive environment where their exploration is encouraged. Toddlers copy staff as they bathe baby dolls and take turns in simple games. Older children welcome adults into their play and show confidence when they talk about caterpillars that they observe, waiting for them to change into butterflies.
Children enjoy their learning and, generally, stay engaged, which is supported well by staff who plan activities that match their interests. Children explore stories, songs and outdoor play with enthusiasm. They show curiosity and enjoy trying new things. Children with special educational needs and/or disabilities are included in all activities. Children with physical or communication needs receive the right support at the right time and make steady progress.
Children thrive in the calm and positive atmosphere that the staff create. They behave well and respond positively to staff's clear boundaries and expectations. They learn about feelings and talk about kindness during group activities. Children's safety is assured, for example, by staff who supervise them closely and follow clear guidance for sleeping, eating and play times.
Children show a secure sense of belonging. They build strong relationships with their key person and with each other. Children show kindness, for example,, when they help a friend by holding their hand as they walk along the balance beam. Parents speak about the individualised care that meets the specific needs of their children. Families feel welcomed and involved in their child's learning. Children's uniqueness is celebrated by staff. They celebrate very small achievements, which helps all children to grow in confidence. Children very much enjoy their time here and develop the skills they need for their next stage of learning.
What Ofsted found in each area
Inclusion: Strong standard
Leaders create a culture where inclusion is of the utmost priority. A high proportion of children attending this nursery face a wide range of barriers to their learning and wellbeing. Staff identify children's needs early and act quickly to reduce or eliminate these barriers. They use observations and assessments very well to understand what each child needs. Staff work closely with skilled and knowledgeable leaders who guide their practice closely. Together, they follow plans to support each child's learning precisely and review their progress regularly. Children with special educational needs and/or disabilities (SEND) receive targeted support, intensive interactions, and careful planning that recognises every small step of learning.
Staff carefully monitor children known to social care and those with emerging concerns for their welfare. Leaders hold detailed information about children's circumstances and share this with other professionals when needed to assure their ongoing wellbeing. Staff understand how to support children with emotional and wellbeing needs. They adapt routines so that children are fully supported and included.
Disadvantaged children and those with SEND or health needs receive personalised care. Parents share examples of tailored support for siblings that meets their very different needs. Leaders build strong partnerships with families and external agencies. They seek support and guidance swiftly and staff follow professional advice with confidence. Children with SEND take part in all activities. They join group times, outdoor play and routines alongside their peers. Staff celebrate small steps and help children to feel secure. Inclusion is a clear strength. Children who face barriers to their learning thrive because their needs are understood and met precisely.
Curriculum and teaching: Expected standard
Leaders set a clear curriculum that covers all aspects of children's learning and development. Staff, overall, understand what they want children to learn. Teaching is fun, warm and engaging, with children often giggling with glee during activities. Staff plan purposeful activities that link to children's interests, for example, bathing baby dolls and learning about caterpillars.
Teaching is inclusive and helps keep children engaged. Staff know children well and respond to their needs. They break tasks into smaller steps so that all children can join in. Staff support turn taking, problem solving and encourage children to keep trying when they find tasks tricky. Thy help children to build early mathematical understanding, for example, by matching colours and patterns when making model caterpillars, and by counting actions in toddler games. Children develop early number sense and use mathematical language through their play.
Staff support communication and early language generally well, for example, by modelling language in songs and stories and involving children in meaningful conversations. Sometimes, babies and younger children are overwhelmed by too many words, so they cannot clearly hear and learn to use simple early words. Staff working with older, more articulate children do not consistently introduce new words and their meanings to help them broaden their vocabulary.
Achievement: Expected standard
Children make steady progress from their starting points. Many need significant support when they first start attending, and they quickly strengthen their knowledge and skills to achieve well across all areas of learning. Babies develop early physical skills as they climb the slide outdoors, reach for resources and make marks with chalk. Toddlers build confidence, form friendships and learn to take turns during simple games. Older children recall stories, talk about their learning with enthusiasm and use new ideas in their play.
Children with special educational needs and/or disabilities make significant and ongoing progress. They grow in confidence, take part in all routines and achieve small steps that build securely. Children known to social care quickly develop confidence and resilience in their learning and any gaps in their development close as they settle and feel secure.
Children typically develop a secure range of knowledge and skills that support their future learning, including when they move on to school. They show curiosity, confidence and enjoyment. They eagerly explore new activities and take pride in what they can do. Children leave the setting ready for their next stage of learning.
Behaviour, attitudes and establishing routines: Expected standard
Leaders set clear expectations for behaviour and staff share these consistently with children. Children behave well, show kindness and are polite. For example, they say 'excuse me please' to get past adults when riding a bike. Children comfort friends, share resources and wait patiently during games. Staff are calm in their approach and use simple explanations to help children resolve conflicts, which helps children understand what to do when they feel frustrated. They support children's emotional understanding through stories and discussions about feelings. Staff adapt their approach to ensure that all children are supported in ways that reflect their age and level of understanding.
Leaders actively monitor and promote regular attendance and punctuality. This supports children and families to establish positive routines and habits, helping to prepare them for the expectations of school. Children show positive attitudes to learning. They join activities with enthusiasm, confidently invite adults into their play, and stay engaged for long periods. Children talk about their activities with excitement and show curiosity as they explore new ideas. They cooperate during group times and outdoor play, for example, when they work together to raise a parachute. Children known to social care grow in confidence and resilience as they settle into daily routines and feel secure.
Sometimes, routines are not organised as effectively as possible to ensure that children are ready to listen and learn. As a result, children's learning is occasionally interrupted, for example when they are asked to leave a story session to have their snack, which disrupts their concentration and engagement.
Children's welfare and wellbeing: Expected standard
Leaders place children's welfare and wellbeing at the centre of their work. They create a culture where children feel safe, valued and understood. Babies enjoy close interactions and settle quickly because they feel secure with familiar adults. Toddlers and older children build trusting relationships, showing confidence as they explore the environment and join in play.
Children benefit from effective care practices that support their physical and emotional needs well. Safety when eating is a priority. Staff check allergies carefully and sit close to children to ensure that they are well supervised when eating. Babies and children rest safely because sleeping arrangements are clear, well understood, and consistently followed by staff. Children feel noticed because staff pick up on small changes in mood or behaviour, such as when a child arrives hungry or tired. They respond quickly and with warmth and reassurance. Children's wellbeing grows through positive relationships and calm experiences. They learn about feelings and kindness and show happiness as they move through the nursery. Children with special educational needs and/or disabilities experience high-quality care, attention and emotional support and are included seamlessly in all aspects of the nursery day.
Arrangements that once promoted children's independence have not been consistently maintained. For example, leaders explain that children previously served their own meals and poured their own drinks, helping them to develop the skills needed for school readiness. However, this practice is no longer consistent. Staff sometimes complete tasks for children, such as managing their clothing, rather than encouraging them to try for themselves. As a result, children have fewer opportunities to practise and embed their self-help skills, which limits the development of their independence to the highest level.
Leadership and governance: Expected standard
Leaders provide clear direction to staff and show strong commitment to continuous improvement. They understand the strengths of their provision and identify priorities to strengthen children's experiences and outcomes. Leaders regularly review practice and use supervision, team discussions, and quality checks to guide improvement. Those with governance are a familiar and regular presence in the nursery,, and they support leaders well in maintaining and enhancing the quality of provision.
Leaders support staff wellbeing effectively. Staff describe a positive culture where they feel valued and listened to. Workload is manageable because leaders check in daily, adjust expectations when needed, and encourage open conversations. This helps to ensure that staff feel supported, can raise concerns early, and maintain a balanced workload. Professional learning is well planned. Staff access training that builds their knowledge, particularly in providing high-quality care and learning for children who face barriers to their learning and/or wellbeing. Leaders know staff well and notice quickly when someone needs extra support or guidance.
Partnerships with parents are well embedded. Families speak highly of the setting and describe personalised care and consistent communication. Leaders work very closely with external professionals to support children with special educational needs and/or disabilities and those known to social care. They maintain positive links with community services and use these relationships to enhance support for children and to signpost families when needed.
What the setting must and should do next
The provider should:
- Leaders should strengthen the curriculum for language development so that staff help children to build more precisely and progressively on their speaking skills.
- Leaders should refine the organisation of routines and activities so that children are even better prepared for learning and experience fewer interruptions.
- Leaders should reintroduce and embed strategies to encourage independence so that children develop stronger self-help skills during daily routines.
Ofsted's words, from the report on the inspection on 24 April 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Kids Planet Halifax - Day nursery, Halifax HX1 2EN, ages 1 to 4, 115 places, 0.4 milesOfsted, 26 March 2025: Outstanding overall; safeguarding is effective
- All Saints Pre-School - Pre-school, Halifax HX3 9ET, ages 2 to 4, 20 places, 0.4 milesOfsted, 25 March 2025: Good overall; safeguarding is effective
- Hebble Harlequins @ Shaw Lodge - Day nursery, Halifax HX3 9ET, ages 2 to 11, 32 places, 0.4 milesOfsted, 5 October 2023: Good overall; safeguarding is effective
- Waterloo House Day Nursery Ltd - Day nursery, Halifax HX1 2TE, ages 1 to 4, 65 places, 0.4 milesOfsted, 16 February 2023: Good overall; safeguarding is effective
- M & S Nurseries - Day nursery, Halifax HX1 2TE, ages 0 to 4, 100 places, 0.4 milesOfsted, 19 April 2022: Good overall; safeguarding is effective
Schools nearby
- Trinity Sixth Form Academy - Post-16, 0.4 miles
- St Mary's Catholic Primary Academy - Primary, 0.5 miles
- Holy Trinity Primary School, A Church of England Academy - Primary, 0.6 miles
- Beech Hill School - Primary, 0.7 miles
- St Joseph's Catholic Primary Academy - Primary, 0.7 miles