Twinkle Stars Daycare Ltd

Twinkle Stars Daycare Ltd

Unique reference number (URN): 2797840 Address: Former Shop Mobility Centre, High Street, Ilkeston, DE7 5JA Type: Childcare on non-domestic premises Registered with Ofsted: 19/07/2024 Registers: EYR Registered person: Twinkle Stars Daycare 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

Overall, children develop the skills they need for later learning. They benefit from a well- sequenced curriculum that typically provides them with the support they need to build on their existing skills. Children with special educational needs and/or disabilities generally make steady progress from their individual starting points. Overall, children are prepared for the next stage in their learning.

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Achievement Expected standard

Younger children are motivated to join in activities with interest and curiosity. They learn how to use tools and equipment in outdoor play to strengthen their fine motor skills. Older children develop their communication and language skills well through listening to staff and repeating new words. They enjoy joining in with puppets, actions and words when listening to nursery rhymes and story books, which supports their physical development. Typically, children develop their social skills as they learn to play together and share toys.

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Behaviour, attitudes and establishing routines Expected standard

Nurturing staff show care and kindness to children. They model positive behaviour and respectful interactions. These positive relationships, alongside a clear emphasis on wellbeing, help children develop trust and feel secure, leading to confident, happy and well- settled children. Children turn to their key persons for reassurance, knowing they are always available to offer comfort and gentle support. This further reassures parents and carers of the high level of care provided by the setting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work effectively with families to promote the importance of punctuality and children's regular attendance and act swiftly as required. They offer support where barriers arise, such as changes of hours and days to accommodate families' needs.

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Behaviour, attitudes and establishing routines Expected standard

Children show they are familiar with the routine, as they typically follow the rules and boundaries set by staff. Overall, staff manage and support children's behaviour well according to the age and stage of their development. Staff intervene calmly and sensitively with younger children during their play. They help children understand how to take turns and share toys. For example, during a singing activity, staff help children to share the musical instruments as they sing songs together.

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Children's welfare and wellbeing Expected standard

Leaders and staff plan transitions with parents and carers, using flexible approaches to meet the needs of all children. Overall, children are supported when moving to a new setting or room for older children, with additional time where needed. Time with a new key person helps all children settle, and particularly those with special educational needs and/or disabilities or other barriers to learning and wellbeing.

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Children's welfare and wellbeing Expected standard

Overall, staff respond well to children's needs, emotionally and physically. They change babies' nappies regularly and support older children to use the toilet as they learn to manage their own personal care needs. Staff do not consistently help children to do things for themselves to support their independence.

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Children's welfare and wellbeing Expected standard

Leaders provide a healthy diet, including a range of fruits and vegetables with each meal. Staff supervise children when they are eating and promote children's good manners and social skills. Staff talk to the children about the benefits of the food that they eat, promoting their knowledge of healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Children have daily access to outdoor play and exercise to support their physical health and wellbeing. Children access a range of physical activities, such as running, climbing, jumping, pulling and pushing. Babies and children are monitored during sleep times, in a safe and nurturing environment.

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Curriculum and teaching Expected standard

Leaders and staff know the children well and make accurate assessments of children's learning and development. Staff use and share this information to plan activities to build on what children know and can already do so that next steps are relevant and achievable. Staff support children with barriers to their learning effectively. For instance, staff use British Sign Language to support children's communication and language to promote inclusion for children with special educational needs and/or disabilities or those who face other barriers to their learning.

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Curriculum and teaching Expected standard

Typically, teaching is effective in this setting. For example, staff use mealtimes as teaching opportunities to discuss the texture and colour of the food served. Sometimes, staff ask questions but do not allow children thinking time to answer. This impacts on children's ability to develop their language and enquiry skills further, such as having opportunities to express their thoughts, opinions and ideas.

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Curriculum and teaching Expected standard

Staff develop children's mathematical language and understanding through many interactions and routines, for example when counting out dominoes and filling buckets of sand. Counting rhymes, such as 'Five Little Ducks', further embed these skills. Staff model language effectively, and children copy ambitious words and appropriate actions. For example, during a pizza-making activity, children talk about 'kneading the dough', 'sprinkling cheese' and 'chopping tomatoes' for their pizza toppings and use the appropriate actions.

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Inclusion Expected standard

Leaders support all children well, especially those who are vulnerable, such as children known to children's social care or who have special educational needs and/or disabilities (SEND). They work with parents and professionals to support children's needs. Support is reviewed periodically so that children make steady progress. For example, when transitions typically take place, leaders and carers discuss adaptations and training needed to help children to feel secure in new surroundings. Leaders understand the importance of working with outside agencies and professionals to support the needs of all children.

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Inclusion Expected standard

Newly appointed staff are developing their key roles effectively. They take a graduated, evidence-based approach to support children with SEND to achieve their potential. Appropriate referrals to external agencies are made, making a positive impact on children's wellbeing. For example, staff make sure children are referred for speech and language support to support their communication skills. Although no children are receiving early years pupil premium funding presently, leaders know how to apply for and use this effectively to reduce barriers to learning. The introduction of British Sign Language to the setting enables all staff and children to feel valued and cherished. Children learn about differences and what makes everyone unique.

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Leadership and governance Expected standard

Staff morale is high in the setting, and leaders prioritise staff wellbeing by offering regular supervision and check-ins. Staff say they feel valued and listened to by leaders and know how to access additional support when needed. Leaders recognise workload pressures and support when needed to ensure that staff can fulfil their roles effectively. The support in place contributes to a positive, motivated team culture. Recruitment processes are thorough to ensure that staff are safe and competent to work with children.

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Leadership and governance Expected standard

Overall, leaders are reflective and ambitious about areas for improvement. They reflect on the care and education that they offer through daily briefings and adapt their practice accordingly. Professional learning for all staff is prioritised, enabling staff to fulfil their roles appropriately.

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Leadership and governance Expected standard

Typically, leaders are aware of local issues, such as high unemployment and deprivation. They work to support children, especially those with barriers to their learning or wellbeing, to have a broad range of experiences in the community. For example, visits to the dentist, the local library and the museum gardens are part of the curriculum to enable all children to understand their local community.

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Leadership and governance Expected standard

Leaders and key persons share information on children's learning with future settings. This supports continuity in children's care and education. Leaders are proud of the parent and carer partnerships they have developed, and they place great value on these relationships. As a result, parents and carers say they feel very well supported by leaders and staff.

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

Children are warmly welcomed into a safe learning and nurturing environment. When children become upset, staff offer cuddles and reassurance, responding sensitively to their emerging needs. Gentle interactions and warm relationships with key persons ensure that all children feel confident and safe. The setting has effective links with key professionals in

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Inspector:

education, health and social care. As a result, children, including those with special educational needs and/or disabilities, make sound progress from their starting points. Children's attendance is closely monitored, and leaders act swiftly to follow up non- attendance.

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Inspector:

Information about children's interests and routines is actively gathered by staff from parents when they first attend and during times of transition, which supports children to settle well. Children's interests are skilfully followed by staff. For example, when babies show an interest in music, they are encouraged to use instruments and puppets in their singing. Throughout, staff narrate their own and children's play, which supports children's language and understanding effectively.

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Inspector:

Children develop a love of reading through daily story times and a 'book sharing' scheme for families. Children enjoy the carefully planned visits into the local community, including daily trips to the adjacent museum gardens for outdoor activities. This supports their physical development and social interactions as they take turns to pack and unpack the equipment and to pull the trolley. Children play in the sandpit, play with musical instruments and puppets and enjoy joining in with action songs and rhymes. Visits to the local park enable children to develop their skills for climbing, running and jumping. Trips to a dentist and to a care home support knowledge and understanding of the world and strengthen relationships in the community.

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Next steps

Leaders should support staff to promote children's independence and life skills consistently to help them prepare for the next stage in their learning. Leaders should strengthen staff interaction with children to help them to develop their curiosity and self-development during play and learning activities.

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About this inspection

The inspector spoke with children, parents and carers, leaders, practitioners and the special educational needs coordinator 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Jayne Harris

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Address:

Former Shop Mobility Centre High Street Ilkeston DE7 5JA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Twinkle Stars Daycare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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. 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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