Super Stars Private Day Nursery Limited

Inspection of Super Stars Private Day Nursery Limited Ideal House, 41 Longcauseway, Farnworth, Bolton BL4 9BP

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Overall effectiveness Requires improvement

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

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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.

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The provision requires improvement

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.

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need to do better?

n 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. n 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. n Staff do not support children's behaviour consistently. Sometimes, they help

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need to do better?

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

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need to do better?

5 December 2023 their play and learning. n 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. n 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

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need to do better?

help they need to make some progress. n 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. n 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. n 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

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need to do better?

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.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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.

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should:

5 December 2023 n improve 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 n support staff to implement consistent expectations for children's behaviour, so that children increasingly learn to follow rules and boundaries n improve 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 n implement the planned procedures for the supervision and coaching of staff, to help raise quality to a consistently good level.

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Setting details

Unique reference number 2715360 Local authority Bolton Inspection number 10320645 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 121 Number of children on roll 72 Name of registered person Super Stars Private Day Nursery Limited

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reference number

Telephone number 01204862171 Date of previous inspection Not applicable

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Information about this early years setting

Super Stars Private Day Nursery Limited registered in 2023. The nursery is located in Bolton and employs 20 members of staff to work directly with the children. Of these, 15 hold appropriate early years qualifications at level 2 and above. The nursery opens from 7.30am to 6pm Monday to Friday, except for bank holidays and one week at Christmas. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and staff talked to the inspector about their curriculum and what they want their children to learn. n Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the provider's representative about the leadership and management of the setting. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between staff and children.

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Inspection activities

n The inspector carried out joint observations of a group activity with a senior team leader. n The inspector sought parents' views during the inspection. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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Inspection activities

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

5 December 2023 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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