Ruislip Stars Nurseries at St Mary's

Ruislip Stars Nurseries at St Mary's

Unique reference number (URN): 2782802 Address: St. Mary's Church Hall, 21 The Fairway, Ruislip, HA4 0SP Type: Childcare on non-domestic premises Registered with Ofsted: 11/03/2024 Registers: EYR, CCR, VCR Registered person: Ruislip Stars Nurseries 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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Behaviour, attitudes and establishing routines Strong standard

Leaders model exemplary behaviour and set exceptionally high standards across the setting. Staff are consistently positive, patient, nurturing and kind, and well-established routines are embedded seamlessly throughout the day. As a result, children behave extremely well, demonstrating kindness, cooperation and an understanding of how to share with others. Children form strong friendships, while warm, trusting relationships between parents, staff and children create a genuine sense of belonging. Children are highly secure with their key workers, feel completely at ease and confidently seek reassurance and support when needed. Staff show genuine care, compassion and dedication towards every child, contributing to a calm, harmonious and highly inclusive environment in which children, families and staff flourish and feel valued.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate a strong enthusiasm for learning, confidently exploring their environment and willingly sharing their thoughts, ideas and preferences, knowing that their voices are listened to and highly valued. Attendance and punctuality are positive and actively encouraged, with children clearly enjoying their time at nursery and engaging enthusiastically in experiences provided. Staff work exceptionally well together, operating as a cohesive and highly supportive team to ensure the very best outcomes for children. For example, during mealtimes, staff clearly explain expectations, roles and learning opportunities, supporting children to develop independence, understanding and positive routines.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently and thoughtfully consider children's ages and stages of development when supporting them. For example, instructions and activities are skilfully revisited and reinforced when needed, enabling children to understand expectations, build confidence and successfully engage with routines and learning experiences across the setting.

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Inclusion Strong standard

Children who need additional support benefit from leaders and staff who know them well and respond quickly to their individual needs. Any gaps in learning or barriers are identified in a timely manner so that children receive the right help at the right time. Staff are knowledgeable about supporting children with special educational needs and/or disabilities and adapt support carefully to meet children's individual needs. Children benefit from adults who work closely with professionals and local agencies, ensuring that support is consistent, purposeful and helps them to thrive.

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Inclusion Strong standard

Children experience a curriculum that is adapted thoughtfully to help bridge gaps in learning. Focused one-to-one support and carefully planned experiences help children build confidence and make progress at their own pace. Staff make reasonable adjustments and respond sensitively to children's needs, helping them to feel safe, secure and successful. Funding is used effectively to provide tailored support and additional resources where needed, ensuring that children can fully access learning opportunities. From the very beginning, children experience nurturing care, while families receive meaningful support.

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Expected standard

Children benefit from strong continuity of care, including thoughtful support during transitions to school. Parent engagement is embedded across the setting, with staff listening and responding well to families so that children feel valued, supported and understood.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities and those with other barriers to learning, are making steady progress from their starting points and are achieving well across the areas of learning. They are developing key skills in communication, early literacy, mathematics and personal development, supported by carefully planned experiences that build on what they already know. When a need is identified for a child, staff act quickly to provide appropriate support. Gaps in learning are identified using a tracking system used by the setting, which helps staff plan clear next steps so children can achieve within expectations for their age and stage of development.

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Achievement Expected standard

Children achieve well in their ability to express themselves, share ideas and make choices about their learning, becoming increasingly confident communicators. They are supported to develop independence, curiosity and confidence, which enables them to achieve positive outcomes in readiness for their next stages in learning and development. Children are grouped in ways that best support their individual needs and next steps, ensuring that learning is purposeful and matched closely to what they need to achieve next. In some cases, parents are not fully aware of their child's targets, which means opportunities to support and extend children's achievements at home are not always fully maximised.

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Children's welfare and wellbeing Expected standard

Leaders have clear systems in place to ensure that children are well cared for, with particular consideration given to children with special educational needs and/or disabilities and those with barriers to learning. Staff build strong, positive relationships with one another, children and parents, working closely together to meet children's needs. Leaders respond flexibly when needs are identified by parents or staff, and staff generally respond quickly when children require help or support.

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Children's welfare and wellbeing Expected standard

Children are supported to understand how to care for themselves and others, with kindness and consideration embedded into daily routines. For example, at snack time, children are encouraged to wait for others to be seated before beginning to eat, helping them to develop awareness of fairness and shared expectations.

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Children's welfare and wellbeing Expected standard

All babies and children are valued as individuals and are listened to and responded to with care. Staff are attentive to their needs, ensuring that children feel safe, secure and understood. Younger children are supported in developing their independence and awareness of personal safety, while wellbeing is promoted through routines such as songs about feelings that help children recognise and express emotions from an early age. Children benefit from fresh, varied meals prepared on site, with dietary needs, allergies and intolerances carefully considered. Healthy choices are promoted across the setting, supporting children's wellbeing.

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Children's welfare and wellbeing Expected standard

Routines such as nappy changing and handwashing are carried out regularly and appropriately, supporting children's hygiene and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff report that they feel valued and supported in their roles, which contributes to positive morale and has a beneficial impact on children's care and experiences. Parents report that they feel well informed and confident that their children are well looked after.

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Curriculum and teaching Expected standard

Leaders deliver an ambitious curriculum that is reviewed regularly and adapted responsively to meet children's current needs and interests. Staff use ongoing assessment effectively to inform planning, ensuring that children's next steps are clearly identified and learning builds securely over time. The curriculum is purposeful and carefully considered so that children are supported to work within expectations appropriate to their age and stage of development, with a clear focus on building strong foundations for future learning.

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Curriculum and teaching Expected standard

Communication and language development is prioritised through small-group work and purposeful repetition, helping children to secure and retain new learning over time. Staff could help the children to extend their sentences and vocabulary further. Mathematical understanding is apparent across the setting through meaningful experiences. Children explore early mathematical concepts through everyday activities, such as using shape cutters in play dough and engaging in structured block building, helping them to recognise and apply ideas in context.

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Curriculum and teaching Expected standard

The extensive outdoor environment provides children with rich opportunities to develop their physical development through climbing, balancing, digging and exploring within a range of stimulating spaces, including the sand area and sheltered outdoor classroom. Personal, social and emotional development is strongly embedded within the curriculum, with sharing, turn-taking and helping others forming an important part of daily routines and expectations, supporting children to develop positive behaviours and relationships.

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Curriculum and teaching Expected standard

Staff know the children in their care well, and individual targets are clearly understood and shared across the team. Children with special educational needs and/or disabilities and those with additional barriers to learning are making secure progress from their starting points due to well-planned support and effective adaptations.

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Leadership and governance Expected standard

Leadership works effectively as a team and promotes an open-door culture, supported by regular staff meetings that ensure clear communication and shared understanding. Wellbeing is a key priority for leaders, who provide staff with access to an online portal that can be used at any time for information and support. Leaders also organise staff outings to support team-building and motivation, and they use regular quizzes to reinforce previous learning in an engaging way. Workload has been carefully considered, and leaders have made a deliberate and positive decision to reduce unnecessary pressures on staff. Leaders provide a wide range of opportunities for continuous professional development, with ongoing training that supports staff to grow in their roles. This has a positive impact on morale, with staff demonstrating enthusiasm for their work and a strong desire to remain and progress within the setting. Staff report that they feel supported and encouraged in their

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Leadership and governance Expected standard

Parents are welcomed into the setting for a range of events, such as recent celebrations for Eid, and plans are in place for a summer fair involving the nursery community, including the local church. These events strengthen relationships and build a strong sense of community. Community involvement is central to the nursery's ethos, and leaders have created an inclusive environment where everyone feels valued and connected.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and are aware of areas for further development. They consistently consider the needs of all children, particularly those with special educational needs and/or disabilities and those with other barriers to learning. However, parents' meetings are not always consistent, and, as a result, some parents are not fully aware of their child's targets.

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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 make steady progress from their individual starting points because they are known, understood and supported well from the moment they join the setting. Children arrive happily, greeted warmly by familiar staff who know them well, helping them to feel safe, secure and valued. They settle quickly into well-established routines, moving confidently through the day and participating happily in experiences that are familiar and purposeful. Children are encouraged to try things independently, make decisions and persevere with new experiences, helping them to develop confidence, resilience and increasing independence. As a result, children are well prepared for their next steps in learning, including their eventual move to school, approaching new experiences with confidence and enthusiasm.

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

Children receive timely and effective support when needed. They benefit from staff who work closely together to ensure that help is available at the right moment, enabling children to feel supported, understood and successful. Children who require additional support receive focused adult guidance tailored to their needs, while strong partnerships between staff and parents ensure that children experience consistency, care and understanding between home and nursery. Where appropriate, children benefit from support informed by external professionals, ensuring that barriers to learning are identified and addressed quickly and effectively. Children with special educational needs and/or disabilities, or those needing additional support, thrive within this nurturing environment because learning experiences are carefully adapted to meet their needs and help them succeed. Children benefit from a thoughtfully designed curriculum that builds on what they already know,

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

helping to close gaps in learning and ensuring that they experience success regularly.

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

Children behave very well and develop warm, trusting relationships with staff and their peers. Secure attachments are evident throughout the setting, enabling children to feel emotionally safe, confident and happy. Children confidently explore their environment, make independent choices and engage enthusiastically in play and learning. The spacious, clean

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Address:

St. Mary's Church Hall 21 The Fairway Ruislip HA4 0SP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 11/03/2024 and thoughtfully organised environment allows children to move freely and safely, supporting curiosity, independence and exploration. A rich range of resources and activities provides children with plentiful opportunities to investigate, imagine and learn through play. Choice is central to children's experience. This is particularly evident during imaginative play, where children confidently select activities, follow their interests and express their ideas creatively.

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Next steps

Leaders should support staff to further develop their practice so that they can extend vocabulary for children to further their knowledge. Leaders should ensure that parents understand their child's progress and targets they are working towards to provide continuity of learning.

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About this inspection

The inspector spoke with the nominated individual, leaders, staff, parents 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. Registered person: Ruislip Stars Nurseries Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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

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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