Future Stars Nursery

Inspection of Future Stars Nursery 157 Preston Road, Wembley HA9 8NQ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Leaders and staff create a homely and welcoming environment, where children demonstrate that they feel happy, safe and secure. Children develop close bonds with staff and their friends, and this contributes positively to children's well-being. Key relationships between staff and younger children are particularly strong. Younger children appreciate having a cuddle with staff when they are feeling a little tired. Children behave well. Staff are positive role models. They reinforce consistent boundaries, and actively encourage children to be polite and use good manners. Children develop high levels of confidence and self-esteem, and receive praise for their achievements. For example, parents add their observations to the designated 'wow' board which displays things they are proud their children have accomplished. Staff know all children well. They take time to work with parents to find out about children's interests and what children can do on entry. This helps staff to build on

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The provision is good

what children already know and to support their emotional well-being. Staff have high expectations for all children. They offer a wide range of support to children with special educational needs and/or disabilities. Staff work closely with parents and other professionals, such as the health professionals, to ensure that children receive the support that they need. Children who are learning English as an additional language are supported well. For instance, they benefit from staff who can speak their home language. Children develop the skills needed for their future learning.

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need to do better?

n Staff generally complete regular assessments and monitor children's achievements to plan purposefully for their future learning. Leaders monitor these systems to support effective practice throughout the setting, although this is not consistent. They work well to use additional funding effectively to ensure that any gaps in children's learning narrow and they make good progress. n Children relish exploring and discovering. For instance, they enjoy adding sand to water to investigate the change in textures. Children are confident in making choices about how they want to learn and what to play with. Staff support babies with opportunities for sensory and tactile exploration. Babies listen attentively when staff sing to them. However, at times, some staff do not intervene to provide children with the necessary support to help them to make the best progress possible. n Children's early literacy skills are developing well. For example, younger children

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need to do better?

relish exploring using their senses as they make marks with paint. Older children develop their early writing skills. They make meaningful marks and learn to write their names. n Partnerships with parents are very effective, and they all learn about each other's countries, cultures and beliefs. Leaders and staff use various strategies

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need to do better?

13 February 2020 to engage parents with their children's learning. For example, staff set challenges for parents and children to take part in at home, such as caring for 'JoJo', the pretend monkey. Children enjoy talking about their experiences and sharing photographs from home with their friends. n Staff support children well in building their language and communication skills. For example, they ask questions and model language effectively for children. Staff encourage the good development of children's vocabulary. They hold conversations with children as they play and introduce new words, such as 'kiwi' and 'satsuma'. Children concentrate and listen attentively to staff during story sessions and join in with simple discussions about their ideas. Children handle books with care and have favourite stories. They are keen to listen to stories repeatedly and, with staff support, help to tell the tales, adding familiar phrases.

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need to do better?

n Children relish having responsibility for tasks, such as scraping and clearing away their snack and lunchtime dishes. Staff help children to develop their independence. For example, children are encouraged to serve themselves at mealtimes. n Staff promote children's physical abilities well. For example, children have opportunities to be outdoors on a daily basis. They can jump from plank to plank and practise these skills with balance and coordination. Staff help children to understand how to learn to assess risks and keep themselves safe. For instance, they encourage younger children to consider that toys left on the floor could be trip hazards. n Overall, leaders develop staff's practice. They encourage staff to observe and evaluate each other's practice and hold discussions that help to improve their practice and teaching skills. However, staff would benefit from further professional development opportunities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff have a secure knowledge and understanding of how to keep children safe. Leaders ensure that staff access regular training to keep their knowledge up to date. Additionally, staff know the procedures to follow if they have concerns about a member of staff. Leaders have a good knowledge of safe recruitment guidelines. They implement robust recruitment, induction and supervision processes to make sure that staff are suitable to work with children. Leaders and staff vigilantly carry out risk assessments to ensure that risks to children are minimised.

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should:

n explore a wider range of professional development opportunities that are sharply

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should:

13 February 2020 focused on raising the quality of teaching to an outstanding level n support all staff to enhance how they adapt their responses so that children are both helped and extended when following their own interests during their play.

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Setting details

Unique reference number EY549433 Local authority Brent Inspection number 10143486 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 0 to 4 Total number of places 58 Number of children on roll 58 Name of registered person Future Stars Nursery Ltd

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reference number

Telephone number 07912161994 Date of previous inspection Not applicable

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Information about this early years setting

Future Stars Nursery registered in 2017. The nursery employs nine members of childcare staff, all of whom hold appropriate early years qualifications. The nursery opens from Monday to Friday all year round, except for bank holidays. Sessions are from 7.30am until 6.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector had a tour of the premises with the manager, spoke to parents and carers, and looked at written feedback. n The inspector completed a joint evaluation of an activity with the manager and spoke with children during the inspection. n The inspector held a number of discussions with the proprietor, manager and all the staff. She looked at relevant documentation and evidence of the suitability of persons working in the nursery.

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Inspection activities

13 February 2020 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

13 February 2020 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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