Bright Stars Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff outline clear intentions for the activities and support they will offer children to help them progress.

Children's communication and literacy is prioritised, and each age group has a focus book and song of the week. There are books throughout the nursery and cosy areas for children to snuggle with staff to share a story. The nursery's little community library also encourages reading at home.

Babies and children form strong bonds with the friendly staff, and their safety and well-being is closely supported. Staff are attentive to children's needs. Parents are positive about the caring staff and say that they alway...s greet the children with a big smile.

There is a calm atmosphere across the nursery. Staff offer patient explanations to help children to manage their emotions, understand the needs of others, and adapt their behaviour. Managers and room leaders have outlined the need to increase their support for children's social and emotional development since the COVID-19 pandemic.

Staff have commendably undertaken training and there is considerable focus on this. Their 'Nursery promises' offer children kind, safe behaviour to follow; these are also shared with parents to promote the same messages at home too. Children acquire key skills and older children are well prepared for their move on to school.

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

Children's communication progresses well. Babies copy sounds and words modelled to them. Young children begin to communicate their needs.

Older children confidently share their knowledge and ideas. For example, they discuss the caterpillar's 'cocoons', and describe the butterfly's wings as being 'precious'. Staff liaise with parents to link to children's home languages.

They are quick to offer extra support to develop children's speech if needed.Children's care needs are supported effectively. Clear procedures help staff implement suitable practice.

Staff are mindful of children's needs to ensure their comfort and well-being, such as to ensure nappies are changed regularly, dietary requirements are adhered to and children get the rest they need.Children build their independence skills. Babies and young children effectively feed themselves with their cutlery at lunch time.

They help tidy toys and show a growing sense of responsibility. Older children serve themselves food at mealtimes, pour their own drinks and conscientiously clear away their things.Children enjoy the sensory and creative opportunities available to them.

Babies excitedly explore new textures, such as jelly. Children enjoy painting and water play. They build dinosaur models and a castle with blocks.

Older children explore items at the investigation station, such as plums and pea pods, opening these up to explore what is inside. They show positive attitudes to new experiences and enjoy testing out their ideas.Children make good progress, including those who have special educational needs and/or disabilities.

Key persons work with room leaders and the nursery's special educational needs coordinator (SENCo) to support gaps in children's development. However, staff do not always carefully plan their group activities. They sometimes lead these at busy times and in busy areas and occasionally children's listening and attention and their involvement do not develop as much as possible.

Partnerships with parents is something the management team continually develop. They gain the views of parents to help them evaluate and outline enhancements to practice. Staff liaise with parents and other professionals working with children.

There is a two-way flow of information to help provide a consistent approach to the support children receive.The management team undertake observations of staff practice. They lead supervision and team meetings.

They support staff to undertake qualifications and training. Staff skills are good. However, sometimes staff do not flexibly adapt their teaching and support to extend children's learning fully.

For example, occasionally they do not follow children's changing interests during an activity or help them be more successful with a new skill.There have been some staff changes within the nursery in the last year. The parent company's area manager is working closely with the new manager and existing deputy managers to support the whole team.

They are reflective and have good processes for evaluating their practice and provision.

Safeguarding

The arrangements for safeguarding are effective.Staff implement risk assessment procedures well, to identify and minimise hazards.

New cushioned flooring in the outdoor area provides a suitable environment for young children to explore and develop their skills. Security procedures are robust. Staff make sure entry procedures are adhered too.

They supervise the children closely, so children are kept safe. Managers ensure vetting procedures for staff are undertaken. New staff receive a thorough induction to ensure that they are familiar with the nursery's procedures.

Staff understand their responsibilities. They undertake safeguarding training and know what to do if they have concerns about a child in their care or the conduct of other staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review adult-led group sessions to develop children's attention and involvement to higher levels support staff to consistently make the most of available learning opportunities, to develop children's skills as much as possible.