Super Stars Private Day Nursery Limited

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The quality of education is variable.

Leaders and staff plan and provide a curriculum which introduces children to new experiences. However, staff do not consistently provide children with opportunities that build on what they already know and can do. This means that children do not learn as much as they could.

Despite these weaknesses, children are happy and settled. They establish strong bonds with caring staff who know them well. Children receive lots of praise and encouragement from staff, for example, when they pour the ingredients to make dough.

Staff introduce vocabulary such as 'squidgy' to describe what ...the dough feels like.The curriculum helps children begin to learn some positive behaviours. For example, staff help children to learn some social skills, such as to sit at the table at mealtimes.

However, staff do not consistently remind children of the expectations for their behaviour. For example, staff do not support children to remain seated and engaged during story time. This means that children do not benefit from some of the curriculum.

In addition, staff do not consistently help children to understand and adhere to hygiene routines which are necessary for their good health. Children continue to play when they have runny noses. Staff do not consistently support them to develop the kinds of personal skills and behaviours they need to help them make a good start to their early education.

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

Following an unsettled period, leaders have focused on improving staff well-being, communication and teamwork. Some stability is now being embedded. Staff state that they feel supported and training is maintaining some of their skills.

They are enthusiastic and eager to further develop their knowledge. However, leaders have not carried out staff supervision to help them target individual professional development. As a result, the quality of education is inconsistent.

The sequencing of the curriculum is not always well planned. Leaders and staff have not considered in what order children need to be taught certain skills. For example, staff try to teach younger children fine motor skills that they are not ready for.

Children need to develop other important muscles before they learn to use their small hand muscles for pre-writing. This means that some learning is insecure.Staff do not support children's behaviour consistently.

Sometimes, they help children to follow instructions. For example, they help children to line up and wait their turn at lunchtime. However, at other times, staff do not help children to remain engaged in activities or to learn how to behave safely when they run around indoors.

Children are not developing consistently positive attitudes to their play and learning.Despite teaching some independence skills, such as in toileting and handwashing before mealtimes, staff do not consistently support children to follow good hygiene practices. For example, when children cough at the dining table, they are not reminded to cover their mouths.

During activities, children with runny noses use their sleeves to wipe their nose. Children do not learn how to meet their own personal needs and how germs can spread.Staff use regular assessments, such as the check for children aged two years, to monitor children's progress over time.

They understand the action to take when there are concerns around any gaps in children's learning. The special educational needs coordinator (SENCo) works closely with parents and other professionals to ensure that appropriate support is put in place. This means that children with special educational needs and/or disabilities (SEND) receive the help they need to make some progress.

Leaders have identified communication and language as a focus for their curriculum intentions. They have introduced 'five golden rules of communication' as a strategy for staff to use. Stories and songs promote children's vocabulary.

However, at times, staff use closed questions and do not allow children time to respond. The support for the development of children's communication is not embedded well enough to help children make good progress.Staff know their key children well.

They establish secure attachments which support children to feel safe. Relationships are respectful and children clearly value the adults who care for them. The key-person system is effective in meeting children's emotional needs and well-being.

Children develop confidence and feel valued as individuals.Staff encourage children to explore their emotions. Children use dough to make faces.

Staff help them explore different facial expressions and to talk about why someone may be feeling sad or happy. Staff encourage children to discuss the different hair colours. Children learn to consider the emotions of others and to reflect positively on their differences.

Safeguarding

The arrangements for safeguarding are effective.Leaders ensure that effective systems are in place for recruitment and to check the suitability of staff working with the children. All staff receive safeguarding training, which is updated annually, as part of their induction.

The setting's policies and procedures support staff to understand how to identify and respond to any concerns about a child. Leaders and staff also have a secure knowledge of what to do should they have concerns about a colleague.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the sequencing of the curriculum, so that it builds on what children know and can do as they progress through the nursery and supports them to make good progress support staff to implement consistent expectations for children's behaviour, so that children increasingly learn to follow rules and boundaries nimprove staff's understanding of good hygiene procedures, including how to help children learn to manage their own personal needs, to help reduce any spread of infection nimplement the planned procedures for the supervision and coaching of staff, to help raise quality to a consistently good level.