Super Stars @Stanley Green

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children interact positively with the friendly staff and settle in easily at this welcoming, inclusive setting. Children chat happily with their friends and work well together as a team. For example, together they decide how to use the different shaped wooden bricks to make their models.

Children talk confidently with visitors about what they enjoy doing at Super Stars. They are polite and show respect for others and listen quietly when their friends are talking. Staff are keen to provide activities that children enjoy, and which encourage their participation.

They gain children's views and support their interests. For exa...mple, children concentrate well, drawing their favourite comic characters to make a colourful display for the classroom. They carefully decorate 'paper plate carriages' for the Queen's Jubilee celebrations.

Super Stars was closed during the initial part of the COVID-19 pandemic. Nevertheless, staff continued to liaise with children and families, and suggested activities for them to do at home.

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

Staff form positive liaisons with the schools children attend.

They discuss current topics children are exploring at school and provide related activities to complement these. Children develop their awareness of the importance of recycling to support the environment. For example, they help staff make their 'Reggie the robot' model out of recycled resources, such as cardboard boxes and plastic bottles.

Children enjoy the nutritious and well-balanced meals provided. They show delight when remembering that roast dinner is on the menu for tea. They eat their meal with enjoyment and say, 'It is yummy meat'.

Staff raise children's awareness of healthy eating. For example, they talk with children about foods that keep them healthy and help to make their bones strong.Leaders and staff reflect on their practice together and review the provision offered to help them make continual improvements.

For example, staff have provided continuity for children to support their social interactions, particularly to help them settle back in after COVID-19 restrictions were lifted.Staff support children's creativity and interest in art effectively. For example, children like to see whose artwork has been chosen to be displayed in the Super Star's 'artist of the week' display.

Children concentrate very well, making pictures using small colourful beads and show pride in their achievements. They like to make a special card for staff, and write a message to say how much they like going to Super Stars. They become absorbed drawing detailed pictures, such as a snake with colourful patterns on its skin.

Staff work well together to support children's well-being. They sit with children as they play and talk about their day at school. Staff form trusting relationships with children and help them feel safe and confident to discuss their feelings and share any news with their friends.

Parents comment very highly of staff. They say they are reassured about the provision offered and that staff genuinely care about their children. Parents comment that staff are very friendly, approachable and fantastic.

They say their children love going to Super Stars and think it is amazing.Staff encourage children to take responsibility for their belongings and to make their own choices of play. Children recognise established daily routines and know to go and wash their hands before eating.

However, staff do not always promote children's self-help skills as well as possible, such as at some mealtimes.Children behave well. Staff support children to create their own golden rules, such as to use kind hands and words.

Older children help their younger friends to understand the established expectations. Staff give children frequent praise and encouragement to help them feel a positive sense of achievement.

Safeguarding

The arrangements for safeguarding are effective.

Staff understand their responsibilities to protect children's welfare. They have an appropriate awareness of safeguarding issues and procedures to follow should any concerns arise about children's well-being. Leaders implement clear staff recruitment procedures and meet regularly with staff to support their ongoing suitability and practice.

Leaders and staff complete risk assessments of the premises to ensure children can play safely. They have clear security procedures at the entrance doors to prevent any unsupervised access. Leaders and staff have established appropriate collection procedures from schools to support children's safety.

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