Shining Stars Nursery (Appleby) Ltd

Shining Stars Nursery (Appleby) Ltd

Unique reference number (URN): EY478437 Address: The Gate, Bongate, Appleby, Cumbria, CA16 6LH Type: Childcare on non-domestic premises Registered with Ofsted: 18/08/2014 Registers: EYR, CCR Registered person: Shining Stars Nursery (Appleby) Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children make secure progress across the curriculum. Babies and young children develop emotional security, which helps them to build confidence as they move on through nursery. Older children learn to make and manage friendships, learning in the groups they will move on to school with. Children mix with others of different ages throughout the day. This helps them to learn about the needs of others as they play outside together. Children develop confidence in their speech, contributing their thoughts and ideas in group sessions. Children learn to count and about the relationships between numbers. They use their knowledge and understanding as they play. Children with special educational needs and/or disabilities make progress from their starting points. They develop attention skills and learn to focus on their learning as a result of thoughtful teaching. However, there is not a sharp focus on individual

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Achievement Expected standard

learning strategies to promote even more rapid progress in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff model the positive behaviours they expect from children. The atmosphere is calm and conducive to children's learning. Staff quietly capture children's attention and use signs and actions to signal time to sit down or to listen carefully. Children behave well and are typically engaged in their learning. They have positive attitudes towards their play and towards their relationships with staff and each other. Children help to tidy up and show respect for the nursery environment. Staff offer comfort and reassurance for babies and younger children who are still settling. This supports their emotional development as they manage new surroundings and new people. Older children include staff in their play, talking about the collages they have made and the materials they have added, for instance.

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Behaviour, attitudes and establishing routines Expected standard

Children work together well, negotiating obstacles as they balance and jump in the outdoor area. They learn that some children need more time and encouragement to complete tasks. Staff work with parents and carers to promote routine attendance, supporting children's learning with consistency. However, leaders have not furthered these professional relationships to enhance consistency in children's development to an even higher level.

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Children's welfare and wellbeing Expected standard

Staff use their understanding from training to manage children's welfare and wellbeing. Their practice typically promotes children's health and physical development well. Children eat nutritious food, which supports their growing bodies. They learn social skills from enjoying meals together. Children learn about oral health and how to keep their teeth clean. Older children learn key messages about using technology safely. Staff are responsive to children's needs and build secure bonds with them. Staff help children to learn about their feelings and to manage their emotional responses and behaviours. This helps to build key social and personal skills to support children through life.

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Children's welfare and wellbeing Expected standard

Staff understand barriers children may have to their learning and adapt routines to suit their individual needs. For instance, staff plan around the sleeping and feeding routines followed at home for babies who are settling. Staff typically offer families support with parenting issues and milestones, such as toilet training. However, there are occasional inconsistencies in supporting parents' and carers' understanding. For instance, information about how parents can best support their children's development as children move between different stages of feeding and weaning is not consistently clear. Leaders understand that this is important and have plans to enhance this even further.

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Curriculum and teaching Expected standard

Leaders have oversight of the curriculum and provision and make improvements to benefit children. For example, they have identified that younger babies could be better supported in a quieter and calmer environment. Leaders have adapted the room arrangements to reflect this, helping new babies to settle more quickly. Children's learning is well-planned and sequenced to build on their knowledge and skills across the curriculum. Children enjoy stories and songs, which staff choose with purpose to support their learning intent. Staff have interesting discussions with children and use contextually appropriate words, such as 'grainy' to describe sand, to support children's vocabulary. They weave mathematical language and understanding through children's activities and play.

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Curriculum and teaching Expected standard

Children learn new physical skills and practise their balance and coordination during outdoor play, for instance. Staff assess children's progress and teach with reference to their age and stage of development. For example, staff use double-handed scissors while children learn this skill. Children learn to be sociable and manage friendships well. They learn personal skills and build their independence gradually. Staff understand barriers to children's learning and adapt their teaching appropriately. For instance, staff make sure children with communication issues are close to them and can see their faces while reading a story. While teaching is typically of high quality, there is not a consistent focus on interventions to help close gaps in children's learning even more quickly.

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Inclusion Expected standard

Leaders have established a typically inclusive culture where staff understand children's unique nature and individual needs. Staff get to know children and identify their emerging needs, assessing where they may require additional support. For instance, where children have health needs, leaders alter staff ratios to offer more support to reduce barriers to their learning. Staff monitor children's progress and understand that some children require learning to be measured in smaller steps. They celebrate all achievements as children make progress from their starting points.

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Inclusion Expected standard

Staff use the knowledge gained from training to support children's learning and help to reduce communication barriers. They use simple signs to promote children's communication needs, for instance. Leaders understand how to use and monitor the impact of any additional funding to support children to thrive. For instance, they have installed a sensory space to help some children to regulate their emotions. Leaders work with other professionals, seeking support to aid children's progress. The interventions that staff provide while waiting for external support are generally helpful, but are sometimes generic. For instance, strategies to promote children's developing speech can be applied to all children, but are not always specific to children with learning needs. These do not have the sharp focus needed to further enhance the development of children with barriers to their learning.

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Leadership and governance Expected standard

Leaders are evaluative and committed to ongoing improvement to promote the best outcomes for all children. Their decisions about changes take account of the needs of children attending. Staff are involved and included, choosing resources that will support their key children, for instance. Leaders make adaptations where possible to help reduce barriers to their learning, making spaces for children to go to restore their sense of calm, for instance.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and support their personal and professional lives and roles. Flexible work patterns support staff's home lives. Staff receive time to complete academic work, which helps to support their professional development. Professional development is discussed in regular coaching meetings. Leaders support staff's interests when sourcing training opportunities. Staff who are interested in supporting children with special educational needs and/or disabilities have taken courses to enhance their knowledge and understanding, for instance. Leaders work with local schools to manage transitions on to new settings smoothly for children. Relationships with families are well established. However, some aspects of the support offered to parents does not help to promote even more consistency in children's care and learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive and prepare for life in the welcoming nursery. Learning is well planned and purposeful, engaging children's attention and sparking new interests. Staff build on what children know and can do and respond well to changes in their lives. They plan outings to opticians and dentists to support all children to learn more about their health. Staff link children's learning around topics such as these to embed their understanding. Children are confident and independent learners, who develop the skills and knowledge they need.

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What it's like to be a child at this setting

Children develop a sense of belonging from the outset. They interact with calm and sensitive staff, who respond well to their needs. Children enjoy looking at their 'family books' and discussing the people who live with them with staff and their friends. All children and their families are welcomed, and their ideas are valued. For instance, leaders have made changes to food options offered in response to discussions with families. Children now eat hot lunches in the style of school dinners to help prepare them for their move on to school. Children learn about how they are each unique. For example, they discuss their eye colours while they role play as opticians following their visit. Children learn about their community and local events, such as on walks to the nearby town. Staff use topic-based learning to help children to understand more about other cultures and different ways of life.

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What it's like to be a child at this setting

Children with barriers to their learning, such as health issues, receive support to make progress from their starting points. Leaders identify barriers and make adjustments to the environment to support inclusive learning. For instance, they lower the height of chalk boards and other resources so that less-mobile children can access them. Leaders offer flexible sessions to support children's attendance. This means that all children are encouraged to attend planned trips and outings.

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Next steps

Leaders should consider ways to bridge gaps in children's learning and development in an even more focused and timely manner. Leaders should enhance professional relationships with parents and carers to help them understand ways to promote children's health and wellbeing even further.

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children during the inspection.

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About this inspection

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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Address:

The Gate Bongate Appleby Cumbria CA16 6LH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shining Stars Nursery (Appleby) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Address:

Local authority: Westmorland and Furness

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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