Bright Stars Pdn

Inspection of Bright Stars Pdn Hanover Mill, Fitzroy Street, ASHTON-UNDER-LYNE, Lancashire OL7 0TL

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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

Children thrive at this home-from-home nursery. Staff support children to build independence and confidence through supportive interactions. For example, key people stay close by to new children settling into the nursery. They are on hand for reassurance, and they encourage children to 'have a go'. This helps children to form secure attachments and enjoy their time at nursery.

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The provision is good

Leaders and staff have devised a unique curriculum for all children that has a large focus on family, home and love. This is shared among the team and is well embedded within their nursery ethos. This shared vision for learning supports children's well-being and promotes a positive attitude to learning. Children benefit from the educational programmes that leaders and staff have planned for them. All children, including those with special educational needs and/or disabilities (SEND) are making good progress.

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The provision is good

Positive behaviour is supported through clear and consistent boundaries. For example, staff gently guide toddlers to share and take turns. Children learn to manage their behaviour and form positive relationships with their peers. All staff take steps to keep children safe at nursery. For example, daily risk assessments are completed and leaders provide regular refresher training for staff. This contributes to a safer environment where children feel protected and well cared for.

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need to do better?

n Staff promote independence well within the nursery. All children are encouraged to participate in the lunchtime routine, carrying and scraping their plates. This gives children the opportunity to develop their sense of self and learn new skills. n Leaders have made improvements to the supervision process for staff. All staff have regular supervision sessions with the management team, and this provides them with opportunities to discuss their professional development. Although targets are set for staff, they do not always relate directly to practice. Consequently, staff are not consistently supported to identify specific steps to improve their teaching of the curriculum. n Children are happy during their time at nursery and behave well. Staff implement appropriate boundaries, which supports children to interact in positive ways. For example, toddler-aged children are reminded to wait their turn and

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need to do better?

listen to their friends. This helps children to become considerate of others and develop their social skills. n There are strong processes in place to support children with SEND. Staff make timely referrals and seek support from multi-agencies when planning for children's next steps. This ensures next steps are tailored to meet children's specific needs and children make progress.

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need to do better?

30 May 2025 n Strong parent partnerships enhance children's experiences. Parents receive regular updates through meetings and daily check-ins. This allows them to feel involved and helps them to continue learning at home. n Staff in the nursery promote a love of literacy and community engagement. Staff take children on regular trips to the local library, which they enjoy. These outings support children to build their vocabulary and support their understanding of the wider world. n Children's emotional well-being is prioritised across the nursery. Older children are encouraged to talk about their feelings through books and group time. Staff explore what makes children happy and have recently taught children how to say kind words to themselves to help them feel more confident. This also helps them to understand their feelings and learn how to talk about them. n Staff implement key messages from recent training to enhance their

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need to do better?

environments and activities. For example, staff caring for young children have implemented new opportunities for them to explore dressing up. This supports children's engagement and encourages them to become active learners. n Staff in the nursery prepare children well for their transition to school. For example, children in the pre-school room practise writing their names, explore school uniforms in role play and take part in discussions about what to expect in Reception class. This helps children to feel confident, emotionally ready and equipped with the early literacy and self-help skills needed for a successful start to school life.

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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 focus staff targets more precisely on how they can improve the quality of their teaching.

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Setting details

Unique reference number EY539238 Local authority Tameside Inspection number 10404453 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 75 Number of children on roll 94 Name of registered person Bright Stars Private Day Nursery Ltd

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reference number

Telephone number 0161 343 1249 Date of previous inspection 8 August 2019

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Information about this early years setting

Bright Stars Pdn registered in 2016 and is located in Ashton-Under-Lyne, Lancashire. The nursery is open Monday to Friday, from 7.30am until 6.30pm, all year round. It is closed on bank holidays and for one week over the Christmas period. The nursery employs 17 members of childcare staff. Of these, 11 hold a qualification at level 3 or above, three at level 2 and three unqualified members of staff.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to/communicated with 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 special educational needs coordinator spoke to the inspector about how they support children with SEND. n The manager and the inspector carried out a joint observation. 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

30 May 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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