Shining Stars Day Nursery

Shining Stars Day Nursery

Unique reference number (URN): EY501266 Address: New Testamant Church Of God, Anglesea Road, London, SE18 6EG Type: Childcare on non-domestic premises Registered with Ofsted: 28/09/2016 Registers: EYR, CCR, VCR Registered person: Shining Stars Immaculate 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 benefit from a broad curriculum which covers all of the areas of learning. This allows them to access a range of activities and practise their skills both independently and with support from staff. Children show curiosity and happily explore the environment. They confidently engage with staff and invite them to join their play.

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Achievement Expected standard

Children demonstrate their skills and show concentration and focus. For example, after being given demonstrations, children persevere and master using scissors to cut snips in paper. They happily show staff their finished paintings and demonstrate they feel proud when they receive praise.

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Achievement Expected standard

Children gain confidence in their communication and language skills as they listen and share stories, share their views and socialise with their peers. All children, including those with special educational needs and/or disabilities (SEND), typically gain the skills they need to progress and be prepared for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Although established routines are in place for most of the time, staff do not follow these consistently. For example, they ask children to tidy away the toys, but do not reinforce their expectations. This gives children mixed messages and does not help them to take responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Overall, staff manage children's behaviour well. They talk to children about the rules and the daily routine. This helps children to typically know what is expected of them and to understand what is happening next. Staff support children with special educational needs and/or disabilities (SEND). They use visual prompts to aid their understanding and generally support them to manage their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children age and stage appropriately to learn about their emotions and how their behaviour can affect others. They introduce new vocabulary to help children understand different feelings. Staff proactively support children, including those with SEND. They provide a calm space for children to regulate their emotions, offering reassurance and cuddles when needed. Staff promote social skills, sharing and turn-taking. This promotes a positive environment and helps all children to feel respected and valued. Leaders work with families to promote to importance of punctuality and regular attendance.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide a nurturing environment which supports children to build positive attachments to their key person. This enables children to feel safe and secure. Staff get to know all children well, including those with special educational needs and/or disabilities (SEND). This ensures staff understand children's changing needs, interests and stage of development. Staff use this information to make adaptations to ensure children flourish. Staff promote a positive social experience during snack and mealtimes. They sit with children and supervise them throughout, which ensures their safety. Children learn about the importance of healthy food choices, follow positive hygiene routines and learn about the importance of oral health. Children increase their independence as they pour their own drinks, serve food and feed themselves. Staff demonstrate respect and provide individual attention during nappy changing routines. They provide a calm and relaxing space for

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Children's welfare and wellbeing Expected standard

children to sleep, rest and recharge. This supports children to learn about their bodies and individual care needs.

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Children's welfare and wellbeing Expected standard

Children enjoy extending their physical skills outside. Staff support children to learn about safety when using equipment as they practise increasing their balancing and coordination. Staff engage children in conversations about their feelings and emotions as they learn to take turns and share resources with their peers.

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Curriculum and teaching Expected standard

Leaders and staff have been working with the local authority and have made positive changes since the last inspection. They have focused on improving the curriculum to support all children's development across all areas of learning. Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). They plan a sequenced curriculum which includes activities to build on what they want children to know next. Staff understand the learning intentions and demonstrate how they adapt their teaching to meet all children's individual needs.

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Curriculum and teaching Expected standard

Staff place a high priority on promoting children's communication and language skills. Children enjoy singing and sharing stories which increases their vocabulary. Staff repeat words, ask questions and give children time to think and respond. They actively engage children in conversations and support them to become confident communicators. Staff build strong attachments and support children to interact and develop friendships which enhances their social and emotional development.

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Curriculum and teaching Expected standard

Staff increase children's understanding of mathematics through their play and routines. Children enjoy counting as they jump and use mathematical language as they make shapes with play dough and paint. Staff encourage children to practise their physical skills and give demonstrations. Children increase their balance as they walk on bucket stilts, ride scooters and throw and catch balls with their peers.

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Inclusion Expected standard

Leaders and staff work in partnerships with parents and carers to get to know all children well from the start. They use this information, alongside observations, to record children's starting points. Between the ages of two and three years old, staff complete progress checks and use ongoing assessments. These help staff to identify any gaps in children's learning or development and address them swiftly. Leaders and staff make referrals and work in partnerships with other professionals to support children, including those with special educational needs and/or disabilities (SEND) or barriers to their learning, to make progress. Staff have completed training to support children with SEND. This has helped them to make changes and adapt their practice to give children further support. For example, staff differentiate during teaching and position themselves so they can encourage children's language development. They repeat words to support children to increase their vocabulary.

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Inclusion Expected standard

Staff also use visual prompts to help children to understand what is happening next. Staff support children's behaviour helping them to regulate their feelings and promote their social interactions with their peers. Leaders use additional funding to purchase resources to benefit the children and for extra staff to provide additional support for children with SEND.

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Leadership and governance Expected standard

Leaders have identified some further areas for improvement that they would like to develop in the future. Currently, there is no clear plan or timescales in place to ensure these are effectively implemented to raise the quality of the provision and benefit children's wellbeing further. For example, strategies and professional learning to further enable staff to support children's behaviour when needed.

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Leadership and governance Expected standard

Leaders have supported staff to increase their knowledge and skills. This has resulted in improvements to the curriculum and staff interactions to promote children's language development. This has had a positive impact on children's communication, helping them to use more vocabulary and become more confident. Leaders have also taken action to address recent staffing issues to ensure safety is maintained and children's welfare is not put at risk. Staff receive regular supervision sessions. They feel supported regarding their wellbeing and managing their workload.

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Leadership and governance Expected standard

Leaders work in partnerships with parents and carers and other professionals. Parents speak highly of the support they receive from staff and the ongoing communication regarding their children's learning and progress. This includes the support for children with special educational needs and/or disabilities.

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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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Voluntary Childcare Register requirements

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

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Register

When we check if settings meet the Voluntary 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 arrive happy to attend this friendly and nurturing nursery. They receive a warm welcome from staff on arrival. Thus supports them to confidently say goodbye to their parents and carers, settle quickly and feel safe. An effective key-person system is in place. This enables parents to share information about their child's wellbeing and supports staff to be attentive to children's changing needs throughout the day.

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

All children benefit from a wide range of activities and learning experiences which build on their existing skills and knowledge. Staff plan some targeted activities which supports all children, including those with special educational needs and/or disabilities (SEND), to practise their skills and focus on their individual next steps. They engage with children as they play. Staff encourage conversations and provide ongoing commentary to support children's learning. For example, children enjoy washing the dolls in the water, filling up different-sized containers with sand and painting. These activities extend children's concentration and fine motor skills. Younger children wash different vehicles and repeat the sounds they make. Children take turns with their friends to add ingredients as they make play dough, which develops their social skills. Staff teach children about numbers during activities and routines as they count together. Children learn about different shapes, sizes

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

and measures, which further extends their understanding of mathematics.

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

All children including those with SEND or barriers to their learning make progress from their starting points. They show their independence as they put on their coats for outside play, wash their hands and attend to their care needs. Children confidently share their views and increase their vocabulary as they engage in conversations. Leaders work in partnership with

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Address:

New Testamant Church Of God Anglesea Road London SE18 6EG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shining Stars Immaculate Ltd

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Address:

Register(s): EYR, CCR, VCR parents to encourage punctuality and regular attendance to set positive foundations for children's future learning and transitions to school.

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Next steps

Leaders should establish effective routines to ensure consistency which supports children to learn to take responsibility and help with tasks, such as tidying away their toys when asked. Leaders should be proactive in addressing any areas for development in a timely manner to ensure they continue to provide high-quality care and education for all children.

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

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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

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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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