Bright Little Stars Nursery

Bright Little Stars Nursery

Unique reference number (URN): EY551125 Address: Howard Road, STANMORE, Middlesex, HA7 1GB Type: Childcare on non-domestic premises Registered with Ofsted: 23/10/2017 Registers: EYR Registered person: Bright Little Stars Stanmore Limited

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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

Across the setting, children behave very well and show consistently positive attitudes to learning and to others. They demonstrate the highest respect for adults and peers and follow expectations with confidence. Children share, take turns and cooperate with ease. They move between activities smoothly and follow routines with confidence. Staff provide consistent support to help children manage their behaviour, including those with additional needs. They act as strong role models and set clear expectations.

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Behaviour, attitudes and establishing routines Strong standard

Staff use praise effectively to reinforce kindness, perseverance and effort. They use familiar characters, such as 'Charlie Challenge' and 'Eddie Effort', so children learn in a fun, engaging and meaningful way to keep trying and make an effort. Children respond positively and show pride in their achievements. They engage well in activities and sustain their attention. They show curiosity and motivation to learn. Staff support children to listen, follow instructions and stay focused. Children understand and manage their emotions well and resolve minor disagreements calmly. Leaders and staff monitor attendance closely and work with families to promote regular attendance. As a result, children attend consistently and benefit fully from their learning.

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Children's welfare and wellbeing Strong standard

Children feel safe, secure and valued in a calm, caring environment. They form close attachments with familiar adults and remain settled as they explore. Babies develop trusting relationships with staff. Children approach staff with confidence and seek reassurance when needed. This supports their emotional security. Children benefit from effective support for their health and wellbeing. They enjoy fresh, nutritious meals that support their growth and development. Children make healthy choices and begin to understand balanced diets. Staff follow robust procedures to manage allergies and dietary needs.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of healthy lifestyles. The setting's work in supporting children's health and wellbeing has been recognised through a highly regarded external accreditation. This reflects a strong commitment to promoting physical health, nutrition and oral hygiene. Staff provide regular opportunities for children to practise good oral hygiene. These experiences help children to develop healthy habits. Children develop secure hygiene practices. They learn to wash their hands and develop independence in personal care. Staff follow safe sleep practices consistently and supervise babies closely. Children benefit from staff's strong partnerships with families and professionals. Staff meet individual needs effectively. Children develop confidence that supports their welfare and wellbeing.

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Inclusion Strong standard

Leaders and staff place inclusion at the centre of their practice. They create a highly inclusive environment where all children feel valued and supported. Staff know children well. They identify needs early and take effective action to secure the support children need. They

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Expected standard

work closely with parents and external professionals, including speech and language therapists and the local authority, to plan and review support.

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Expected standard

Children with special educational needs and/or disabilities make secure and sustained progress from their starting points. Staff use detailed knowledge of each child to adapt teaching and provide well-matched support. For example, staff provide targeted strategies, including one-to-one support and approaches they agree with external professionals, which help children engage, communicate and play alongside others.

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Expected standard

Staff use children's interests effectively to promote engagement and participation. Leaders use additional funding well to meet individual needs. They deploy staff and resources carefully, so children access the curriculum fully. Staff help children build friendships, join group activities and grow in confidence. Staff build strong partnerships with parents and professionals, which supports continuity of care and learning. Staff prepare children well for transitions within the setting and beyond.

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Achievement Expected standard

Children enjoy their learning and make steady progress from their starting points. Occasionally, staff do not consistently match activities or extend children's thinking during interactions. Babies show curiosity as they move, explore resources and communicate through gestures and lovely interactions when some recall familiar stories. In the toddler room, children develop confidence as they follow routines and learn how to negotiate and practise their social skills. Children in pre-school get 'school' ready as they practise their independence skills, learn to focus and listen. They take part in conversations with their friends and the adults who support them. All children, including those with additional needs, play cooperatively and form positive relationships. They behave very well and show kindness. Children develop independence as they manage personal care and make choices in their play. They build skills such as counting, recognising numbers, mark making and

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Curriculum and teaching Expected standard

Leaders plan an inclusive and broad curriculum that supports all children's learning across all areas. They organise learning so children build on what they already know and can do over time. Staff focus on communication, physical development and secure relationships. They support babies to form nurturing bonds and to practise movements and early communication.

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Curriculum and teaching Expected standard

Teaching supports learning effectively in most instances. However, there are occasional variations in the quality of interactions and how well learning is extended. At times, large- group activities, such as yoga sessions, and higher noise levels within the environment limit opportunities for staff to build on children's thinking and deepen their learning. Despite this, staff adapt activities appropriately and encourage children to follow instructions, listen carefully and develop their physical skills. Staff support children well as they transition between rooms. They share information about what children know and can do and plan opportunities for children to become familiar with new environments. This helps children settle quickly and continue their learning with confidence. Staff prepare children for school by supporting independence, including using the toilet and putting on coats and shoes.

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Leadership and governance Expected standard

Leaders provide staff with regular supervision, training and opportunities for professional development. They access internal and external training to develop staff knowledge, particularly in supporting children's development and wellbeing. Staff feel supported in their roles. Leaders have systems to monitor practice and the quality of teaching. They observe staff, provide feedback and identify areas for development. These processes support improvement over time. At times, monitoring does not secure consistently high-quality practice across all rooms. As a result, there are occasional variations in the quality of teaching and interactions.

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Leadership and governance Expected standard

Leaders demonstrate a secure understanding of their responsibilities and maintain effective oversight of the setting. They implement clear policies and procedures to safeguard children and promote their welfare. Safeguarding arrangements are secure. Staff understand how to identify and report concerns and access clear guidance, including contact details for external agencies. Leaders respond appropriately to concerns and take suitable action. Leaders create an inclusive culture. They identify children who need additional support early and ensure staff work closely with parents and external professionals. Leaders use funding appropriately to provide targeted support and resources. This helps all children access the curriculum and make progress.

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

Children arrive at a welcoming, inclusive and well-organised environment where they feel safe, settled and ready to learn. Familiar adults greet children warmly and respond sensitively to their needs, helping them form secure attachments. In the baby room, babies are calm and content as they explore and engage with familiar adults.

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

Children enjoy a rich and varied curriculum that supports their development across all areas of learning. Babies practise their emerging physical skills with support. In the toddler room, children join group activities such as yoga. In pre-school, children develop early mathematics as they count, recognise numbers and use numbers in play. Occasionally, staff do not match interactions and experiences closely enough to children's development to extend learning further.

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

Children develop strong social skills and show positive attitudes to learning. In the toddler room, children learn to take turns, share resources and follow routines with support from staff. Across the setting, children are kind and cooperative and behave very well. They enjoy their experiences, are generally engaged and take part actively in activities.

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

Children build positive relationships in an inclusive environment where staff value every child. Children make steady progress in communication and language. In the baby and toddler rooms, children listen to stories, join in rhymes and begin to develop speech. In pre- school, children hold conversations and express their ideas with increasing confidence.

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

Children receive effective care that supports their health and wellbeing. Staff provide nutritious meals, follow good hygiene routines and supervise children carefully. Children develop independence as they wash their hands, feed themselves and use utensils confidently.

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

Children with special educational needs and/or disabilities receive tailored support and fully participate in activities. They benefit from consistent support that helps them make good progress from their starting points.

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Next steps

Leaders should ensure staff consistently match activities and interactions to children's stages of development so that all children deepen their learning and make the best possible progress. Leaders should strengthen how staff use questioning and interaction during activities so that children have sufficient time to think, respond and extend their ideas. Leaders should enhance the monitoring and supervision of staff practice so that teaching and interactions are consistently of high quality across all rooms and support children to make the best possible progress.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Little Stars Stanmore Limited

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Address:

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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