Shining Stars Nursery

What is it like to attend this early years setting?

Staff support babies to walk while holding their hand. Babies let go and take independent steps; they smile as staff clap and praise them for their achievements. Toddlers and pre-school children use the outdoor spaces to extend their physical skills, coordination and balance. Staff supervise the children well as they climb and slide, promoting their safety.

Staff plan an ambitious curriculum to help children, including those with special educational needs and/or disabilities, to make the very best progress they can. Children develop good independence skills with the encouragement of staff. When children say they cannot put on their shoes, staff suggest, 'You have a go, and I will help you if you can't do it.' Children succeed, and staff offer lots of praise, helping them have a positive attitude to what they can do.

Supporting children's well-being is of a high priority at this setting. Children show kindness towards each other as they take turns and share resources. Toddlers hand babies toys and say, 'Here you go.' Pre-school children fetch a cup at mealtimes and give it to their friends. Staff are good role models, who encourage and praise children's efforts. As a result, children behave well.

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

• The manager and staff have a deep insight into the needs of the community and families that access the nursery. They understand what they want children to learn and achieve. The manager encourages staff to access continuous professional development, which helps to improve outcomes for children. For example, staff learn the importance of removing dummies as soon as possible, to support babies' communication and language skills.
• Overall, children benefit from staff's positive interactions as they play with them. For example, babies use their senses to explore the sand. Toddlers use their fine motor skills to thread cereal onto spaghetti. They say they have made a cake when toddlers stick the spaghetti into play dough. Pre-school children play with water. Staff encourage them to solve problems as they pour water down a chute to make their balls go faster. However, staff do not always ensure that all children are engaged in some adult-led activities, and children become disengaged and restless.
• The manager has recognised that a curriculum which includes teaching children about the wider community is important. For example, staff take children into the local village to visit the library and church. This contributes to children learning about people and communities beyond home and nursery.
• The special educational needs coordinator uses her good knowledge and experience to identify children who need extra support. She links well with parents and carers and other agencies to ensure each child can reach their potential. Furthermore, additional funding is used thoughtfully to help bridge the gaps in children's learning and development. For example, extra money has been used to ensure some children receive a more one-to-one teaching approach.
• Staff support children to know the rules of the nursery. For example, when babies want something another child has, staff gently remind them, 'sharing is caring'. Children know the routines and follow instructions well. They know that it is time to tidy up five minutes after the bell rings.
• Staff encourage children to develop their self-help skills linked to personal hygiene, such as blowing their noses. Staff further support healthy hygiene routines when they gently remind children to wash their hands after blowing their noses and after using the bathroom.
• Staff develop positive working partnerships with children's parents and carers. This results in children receiving a consistent approach to their care and development. Parents comment on how much they trust the staff at the nursery and how they have gone above and beyond to accommodate their children's needs. They say that staff have helped their children to develop their social interaction skills.

What the setting must and should do next

The provider should:

• improve the implementation of adult-led activities so that all children are engaged and benefit from the learning.