Little Stars Nursery

Inspection of Little Stars Nursery Coleford House, Boxbush Road, Coleford, Gloucestershire GL16 8DN

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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 Good

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The provision is good

The nursery stands out for its warm, welcoming environment that prioritises children's emotional and physical well-being. Staff actively create a safe and supportive space where children feel valued and respected. This sense of belonging is particularly strong for children from disadvantaged backgrounds and those with special educational needs and/or disabilities (SEND). Staff ensure that all children, regardless of their individual challenges, receive the necessary support to thrive.

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The provision is good

The curriculum is ambitious and tailored to meet the needs of all children, from babies through to pre-school-aged children. Staff offer a variety of engaging activities that encourage exploration, creativity and skill development. For example, in the baby room, staff provide sensory activities that promote children's physical development, while in the toddler room, staff offer interactive group activities that support social skills and language development. This approach ensures that all children have opportunities to grow at their own pace.

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The provision is good

Staff set clear expectations for how children should engage with learning. They actively promote positive attitudes by encouraging curiosity, resilience and respect for others. For instance, they praise children when they show perseverance in tasks or collaborate with their peers. These actions help foster a positive learning environment where children feel motivated and confident.

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The provision is good

Overall, the delivery of the curriculum has a strong impact on all children. Staff know how to implement the curriculum effectively to support children's emotional, social and intellectual development, preparing them for future learning. Children leave the setting feeling confident, capable and ready for the next step in their educational journey.

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need to do better?

n The curriculum is designed to promote children's holistic development, with a clear focus on engaging children in a variety of activities that spark curiosity. For example, in the toddler room, staff encourage children to explore different textures, such as sand and water, to develop sensory skills. However, during an adult-led activity, staff do not always offer more complex tasks or deeper thinking opportunities for children who show high levels of ability. n Staff know how to support children with SEND effectively. For example, during a music activity, staff work one-on-one with individual children, such as those who have speech delays, using visual aids and hand motions to support communication. The setting also provides tailored resources, such as sensory toys, which staff use to help children with sensory processing difficulties. Staff frequently liaise with parents and external agencies to ensure that children's

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need to do better?

1 April 2025 needs are met effectively. n Communication and language development is a key priority in the setting. In the pre-school room, staff engage in back-and-forth conversations with children during play. For example, staff encourage children to describe the colours and shapes of blocks they are stacking, which helps to expand the children's vocabulary. Staff also use singing and storytelling to further support language development, with toddlers actively participating and repeating words during group songs. n Staff promote children's independence in personal care, such as by helping them to wash their hands and learn to put on their own coats. Children take turns to help set the table for snack time, a task that encourages responsibility. In the pre-school room, staff give children opportunities to practise self-care, like brushing their teeth. They praise children for their efforts, building their

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need to do better?

confidence and self-esteem. n Staff place a strong emphasis on positive behaviour and mutual respect. During a minor dispute in the toddler room, staff intervened calmly to help children share a toy, encouraging them to use their words to express how they felt. Staff also use positive reinforcement, such as praising children for using 'kind hands', which encourages good social interactions. n Staff feel well supported in their roles, with regular supervision and access to ongoing training. Staff also reported feeling encouraged to pursue further professional development, such as completing special educational needs coordinator training. Leaders ensure that staff are up to date with relevant safeguarding and child development training, allowing them to continuously improve their practice. n Leaders value strong partnerships with parents, ensuring open communication about children's progress. However, some parents have expressed a desire for

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need to do better?

more detailed planning from staff to guide them in supporting their child's learning at home. A recent parent survey indicated a preference for more direct involvement in the learning process, particularly with activities that extend the learning from the setting to home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n make sure that adult-led activities provide appropriate challenge and differentiation for the most able children

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should:

1 April 2025 n work more closely with parents so they can promote their children's continuous learning at home.

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Setting details

Unique reference number 2496951 Local authority Gloucestershire Inspection number 10389986 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 80 Number of children on roll 122 Name of registered person Brackston, Sara Elisabeth

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reference number

Telephone number 01594810402 Date of previous inspection 30 September 2019

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Information about this early years setting

Little Stars Nursery registered in 2018 and is situated in Coleford, Gloucestershire. The nursery is open from 7.30am to 6pm, Monday to Friday, all year round. The nursery provides government-funded childcare for babies and children from the ages of nine months to four years. There are currently 22 members of staff working directly with the children. These include one staff member who holds qualified teacher status, four with early years degrees, three qualified at level 5, one qualified at level 4, seven qualified at level 3, one qualified at level 2, three unqualified staff members and two apprentices. The provider also employs two kitchen staff and a maintenance person.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The 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 manager and the inspector carried out a joint observation. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

1 April 2025 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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