Shimmering Stars Nursery

Inspection of Shimmering Stars Nursery South Craven Children's Centre, Colne Road, Glusburn, Keighley BD20 8PJ

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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

Children settle quickly in this warm and welcoming setting. They are supported by a strong key-person system that helps them to build secure bonds with staff. Staff prioritise the emotional well-being of children. They encourage children to place named pegs on emotion boards on arrival, and children freely update their pegs throughout the day. Children benefit from a calm sensory space that staff have created for times that children need space and time to regulate their emotions. This helps children to feel comfortable and secure in the setting.

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The provision is good

Children benefit from a well-planned curriculum, which staff implement through adult-led topics and child-led interests. For instance, staff provide a butterfly kit for children to see butterflies growing in real time, before releasing them into the wild when they are fully developed. Children participate in spontaneous learning, such as when their interest in shadows emerges as they notice them on the ground outside. Staff provide chalks for children to draw shadow outlines, sparking conversations about shapes, sizes and body parts.

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The provision is good

Staff nurture children's creativity and curiosity. Children experiment in the mud kitchen by rubbing herbs and comparing scents, such as mint and toothpaste. Staff encourage children to try new ideas and praise their efforts, boosting children's confidence. Children test out ideas, such as painting vehicle wheels to see the marks when they roll them. This deepens children's engagement and fosters positive attitudes to learning.

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need to do better?

n Leaders and staff work together to decide what skills and knowledge they would like children to learn. Together, they structure the curriculum with two strands, one for younger children and one for older children. This ensures that the curriculum is sequenced for children so that they build their skills and knowledge over time. n Overall, staff implement the curriculum effectively. They plan engaging activities and experiences that introduce new concepts to children, as well as revisiting past learning to ensure that it is embedded. For instance, children learn the difference between a chrysalis and a cocoon. They learn how to follow a recipe and crack eggs as they bake crustless quiche. However, there are times when staff do not recognise opportunities to stretch children's learning further for children who are ready to extend their skills and knowledge. n Staff understand the individual needs of all children well. They use accurate

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need to do better?

assessments of children's development to identify any delays and put targeted support in place swiftly. Leaders extend support to families, guiding them through referrals and access to external services when needed. As a result, all

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need to do better?

30 June 2025 children make good progress from their starting points in development. n Literacy is a key focus across the setting. Staff encourage children to regularly borrow books from an easily accessible book box at the entrance. Children choose freely from a wide selection of books in each room. They enthusiastically join shared story sessions with staff and their peers. Children develop a love of books and stories. n Leaders and staff work hard to support smooth transitions to primary school. They invite teachers to visit the setting and take children for story time at a nearby school. Staff encourage children to try on the uniforms of their future schools. This helps them to feel confident and prepared for the next stage of their education. n Children demonstrate good behaviour throughout the setting. They show patience as they wait calmly in line to wash their hands. Their interactions with each other are positive. Children show care towards the setting's pet tortoise as

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need to do better?

they handle her gently. They develop respect, kindness and good social skills. n Leaders are reflective and committed to continuous improvement. They involve staff and parents and carers by sharing questionnaires and holding regular team meetings. Leaders use feedback to inform development plans. For instance, the setting has recently introduced a new communication app, designed to strengthen home and setting links and keep parents more connected with their children's learning and progress. n Parents express that they are happy with the care and education their children receive. They speak positively of staff and value the strong relationships built through the key-person system. Parents appreciate the guidance staff share about their child's development. They recognise the progress their children have made while attending the setting. Parents particularly praise the variety of experiences offered, such as visits to the local library and nursing 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 focus on helping all staff to recognise when they can extend children's learning and understanding even further.

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Setting details

Unique reference number 2719956 Local authority North Yorkshire Inspection number 10303167 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 26 Number of children on roll 36 Name of registered person Sutton Playgroup Ltd

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reference number

Telephone number 07523009392 Date of previous inspection Not applicable

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Information about this early years setting

Shimmering Stars Nursery registered in 2012. It operates from South Craven Children's Centre in Keighley. The setting is open during term time, from 8am to 4pm, Monday to Friday. It employs nine members of staff. Of these, five staff hold appropriate early years qualifications at level 3, one member of staff holds a qualification at level 2 and one member of staff holds qualified teacher status. The setting provides government-funded childcare.

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Inspection activities

n Leaders talked to the inspector about their curriculum and what they want children to learn. n Staff spoke to the inspector during the inspection. n Staff spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the staff and children. n The inspector carried out a joint observation of an activity with a leader. n The inspector spoke to 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 setting.

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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 June 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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