Shining Stars Day Care

Shining Stars Day Care

Unique reference number (URN): 2846367 Address: 2 Industry Road, Carlton, Barnsley, S71 3PQ Type: Childcare on non-domestic premises Registered with Ofsted: 20/05/2025 Registers: EYR, CCR Registered person: Goodier, Amanda Jane

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Children develop a wide range of lifelong skills. At mealtimes, they proudly take responsibility for clearing away their own plates. This helps to give children a sense of ownership and responsibility. Children are becoming confident communicators. They are confident to engage in meaningful discussions with their peers and adults.

p.2

Achievement Strong standard

Children are beginning to focus their attention on tasks. They engage in activities for sustained periods of time. For example, some children focus their attention at the writing table. They develop skills appropriate for their age and stage of development. For example, some children enjoy attempting to write letters from their names, and others enjoy drawing pictures.

p.2

Achievement Strong standard

Children with special educational needs and/or disabilities make particularly positive progress in relation to their starting points. This also applies to children who face other barriers to their learning. Children are well prepared for their next stage of learning, such as school.

p.2

Children's welfare and wellbeing Strong standard

Leaders have established effective policies and procedures that prioritise children's welfare and wellbeing. These are consistently embedded across the nursery by the dedicated staff team. Children are becoming increasingly independent in tending to their personal care needs. For example, pre-school children confidently wash and dry their hands unaided. Children have access to a dedicated outside space that they regularly access.

p.2

Children's welfare and wellbeing Strong standard

Staff provide children with a well-balanced, healthy meal. Leaders continuously reflect on their meals and whether they meet the needs of all children. They have carefully considered the most appropriate times for children to eat, taking into account the daily routine and supporting opportunities for children to enjoy family meals at home. Leaders understand the context of the local area. For example, they know that poor oral hygiene is a concern within the local authority. They support children's understanding of oral hygiene through activities and provide guidance to parents.

p.2

Children's welfare and wellbeing Strong standard

Staff consistently consider babies' individual routines to ensure their individual care needs are met. They work closely with parents to remain aware of any changes to routines. Attentive staff are consistently aware of how children may be feeling. They are receptive to children who may be feeling nervous or unsure in some situations. They offer further guidance and support where required.

p.2

Curriculum and teaching Strong standard

Leaders have a clear oversight of the curriculum and the delivery of this across the nursery. The curriculum is well planned to ensure there are ample opportunities for learning across all aspects of the day. Additionally, the environment has been carefully considered to ensure it supports children's learning effectively. Activities are purposefully planned to ensure they build on children's prior knowledge and learning.

p.2

Curriculum and teaching Strong standard

Staff skilfully use opportunities in children's play to support their learning. They guide and support their play, taking into consideration their individual learning plans. For example, staff plan an activity to support children to play cooperatively. Children remain engaged in this activity for an extended period of time. At times, staff observe the activity while seamlessly intervening at other times. This ensures their interventions have the most impact on children's learning and social skills.

p.3

Curriculum and teaching Strong standard

Staff place a focus on supporting children's communication and language. They model words in play and link these back to children's previous experiences. For example, staff model words such as 'croissants' to babies. They talk about their appearance and help children recall having them for breakfast. This helps to add context and meaning to language.

p.3

Curriculum and teaching Strong standard

The curriculum and all activities are constantly reviewed to ensure they remain fully inclusive to the current cohort of children. This takes into consideration children's individual learning plans and any specific dietary needs, such as allergies and sensitivities.

p.3

Inclusion Strong standard

Staff complete regular and robust assessments. Parents play an active part in these assessments to ensure they are kept informed of their children's learning and development. These highly effective partnerships mean that potential interventions can take place at the earliest possible opportunity. Staff work closely with other professionals when specialist or more targeted support is required.

p.3

Inclusion Strong standard

At times, staff work with smaller groups of children to focus more precisely on their individual learning needs. These are highly effective to support individual children. For example, an activity to support 2 children to play alongside each other is effectively planned and implemented.

p.3

Inclusion Strong standard

Leaders ensure additional funding, such as the early years pupil premium, is used effectively. They review children's assessments to identify where there may be gaps in their learning. They also take into consideration children's current interests. The use of this funding is monitored through the knowledge of each child and their ongoing support plans.

p.3

Inclusion Strong standard

Staff have high expectations for all children, including those with special educational needs and/or disabilities. They put in place targeted intervention plans to support individual children. In addition, they complete further detailed and focused assessments to monitor any additional support. This ensures it is having the desired impact, and all children continue to make sustained progress.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's behaviour and promote regular attendance. There is a consistent approach to supporting children's behaviour across the nursery. Staff provide children with praise for displaying positive behaviours. Additionally, staff ensure they explain why some behaviours are not appropriate, for example when children forget the rules and run inside. Staff calmly explain that they need to walk in the nursery to keep themselves and others safe. This supports children to learn the consequences of their actions and understand why boundaries are in place.

p.4

Behaviour, attitudes and establishing routines Expected standard

Staff use some basic sign language, such as to encourage children to use 'kind hands'. This helps to further embed rules, particularly for children who require more visual aids to support their understanding. Staff redirect children's play if required and remind them to take it in turns.

p.4

Behaviour, attitudes and establishing routines Expected standard

Staff know all children particularly well through an effective key-person approach. Staff promote positive attitudes for children's learning. As children share the pictures they have drawn, enthusiastic staff exclaim how proud they are of their drawings. This helps children to be proud of their achievements and take pride in themselves. Routines are typically well planned. For example, mealtimes are well planned to promote a range of learning opportunities. However, at times, particularly during times of transition, children and staff do not know what is happening next. This creates confusion and some low-level disruption among children and has a negative effect on their behaviour.

p.4

Leadership and governance Expected standard

Leaders have a clear overview of the nursery and the context of the community in which it is located. They understand the strengths of the nursery, such as its approach to inclusion and its positive engagement with parents. Although leaders recognise where improvement is required, for example in establishing consistent routines, plans to oversee and develop these are still in the early stages.

p.4

Leadership and governance Expected standard

Leaders observe staff practice and provide staff with regular meetings to discuss their practice. They provide them with a range of online training. This helps to ensure their knowledge remains up to date. The manager regularly spends time in the rooms modelling effective practice. This particularly supports those staff with less experience and apprentices. Staff say they are well supported and report high levels of wellbeing. They are happy with the support provided by the management team.

p.4

Leadership and governance Expected standard

Staff and leaders regularly engage with parents and provide them with support and guidance. For example, they provide guidance to parents about how to support children's oral hygiene at home. They operate a food bank for families who may at times benefit from this. Staff and leaders have formed positive working relationships with other professionals who work with some children, for example health visitors and area special educational needs and/or disabilities coordinators. Leaders have failed to notify Ofsted about a significant event. This is a breach of statutory requirements. Leaders have familiarised themselves with the guidance on when to notify Ofsted to ensure future compliance. This breach has not had an impact on the safety and/or wellbeing of children.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children thrive in this setting. They thoroughly enjoy all aspects of their learning. Activities are consistently purposeful. They take into consideration children's individual starting points and next steps. Large, purpose-built rooms create an open space for children to explore. All areas in the provision have been carefully planned to ensure children can access all areas freely and make choices in their play. Children become highly engaged in their learning.

p.5

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

There is a real sense of belonging in the nursery. Children are greeted by welcoming and friendly staff. They settle quickly and become confident in their surroundings. Leaders and staff recognise that some children may take longer to settle in than others and have formed nurturing and positive relationships with children. This allows them to offer children constant reassurance while they play. Additionally, children feel confident to explore the toys and activities, especially in the presence of new people and adults.

p.5

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

Children with special educational needs and/or disabilities are particularly well supported. All staff know children extremely well and how best to support them. This includes in the absence of their main key person. This ensures a consistent approach to children's learning.

p.5

Address:

2 Industry Road Carlton Barnsley S71 3PQ

p.6

Address:

Type: Childcare on non-domestic premises Children who face other barriers to their wellbeing and those who are known or previously known to children's social care are supported well. Staff go above and beyond their day-to- day role to ensure they prioritise these children's wellbeing and experiences.

p.6

Address:

Children's regular attendance at the nursery is promoted. This helps to keep children safe and ensure they are accessing their full funding entitlement. Children behave well in the nursery and demonstrate positive attitudes towards their learning.

p.6

Next steps

Leaders should further develop the routines, particularly around times of transition in the preschool room, to ensure staff and children consistently know what to expect next.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Registration date: 20/05/2025

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8