Shooting Stars Nurseries Hinckley

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are welcomed warmly by the manager when they first arrive at the nursery. They engage happily in conversation and talk about activities they have been doing outside of the setting with their parents. Children demonstrate they feel safe and secure as they choose their own play from the rich and varied resources and exciting activities.

Staff know the children well and have high expectations for all children's learning. They provide resources which spark children's curiosity. Children have many opportunities to learn as they explore and experiment.

For example, children investigate how to make their own play dou...gh. They work out, through trial and error, the right amount of water and flour needed to make the 'perfect play dough.'Children are confident and independent.

At mealtimes, they serve their own food and scrape their plates clean when they have finished. Children prepare for their sleep time with support from the staff. They lay out their sleep mats and organise their own bedding.

Children behave well and display positive attitudes towards learning. They follow the nursery's 'golden values' and are learning to share and take turns. For example, children write their name on a list and wait patiently for their turn to play the computer program on the interactive whiteboard.

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

The dedicated leadership team strives to offer high-quality care and learning for all children. They evaluate their provision continually, taking account of the views of the staff, children and parents. Parents are invited to attend regular 'parent forum' meetings to share their views and suggestions for improvement.

The manager also has meetings with small groups of children to find out what they like doing at the nursery. For example, superhero capes have recently been purchased for the outdoor area, as the children decided they would like to play superheroes outside.Parents and grandparents speak very highly of the setting.

They praise the kind and friendly staff. Parents feel well informed about their children's progress and value the regular updates on the online learning journals. Parents appreciate the selection of story sacks they borrow from the setting, to help them to support their children through various transitions.

For example, moving to a new house, starting school or for the arrival of a new sibling.The quality of education across the setting is good. Staff model language well, introduce new vocabulary and use skilful questioning to extend children's learning.

However, at times, some staff ask questions too quickly or provide the answers. This means that children do not always have the time to think things through and respond with their own ideas and thoughts.Leaders and staff are keen to incorporate activities into the curriculum that give children new experiences outside of their everyday lives.

They invite various visitors to the setting to talk about their different professions including pilots, dentists and musicians. Staff take children on visits to a local care home where they enjoy talking to and playing games with the older generation.Children enjoy freshly prepared nutritious meals and snacks.

The cook considers any dietary requirements and allergies carefully. Plates are colour coded to help staff distinguish children who have specific requirements. Children enjoy being physically active in the well-resourced outdoor play areas.

They enjoy crawling through tunnels and skilfully negotiate tricky obstacle courses. However, the daily routine for younger children means that at times, children do not spend as much time in the fresh air to support their continued play and learning.Children learn how to keep themselves safe.

Staff involve children in the risk assessment of the outdoor play areas. Children follow the visual check list, as they carefully look out for potential hazards. After they have completed their checks, they proudly exclaim, 'it is now safe to play!' Staff use a feelings mirror to encourage children to discuss how they are feeling and help them to manage their emotions.

Children are learning how to develop good friendships and to work together as part of a team. For example, children listen to each other's ideas to construct a track for their marbles.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a secure knowledge of the signs and symptoms of abuse and the procedures to follow if they have a concern about a child's welfare. Safeguarding information is clearly displayed, reminding everyone of their duty to report concerns. The manager questions staff regularly to ensure their knowledge is up to date.

Robust recruitment procedures are in place to help ensure the suitability of adults working with children. These are followed up by a comprehensive induction programme which ensures staff have a good understanding of their roles and responsibilities.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide more time for children to think and respond to questions, to enable them to share their thoughts and ideas nincrease younger children's time outside to further support their play and learning.