Growing Stars Nursery

Growing Stars Nursery

Unique reference number (URN): 2817740 Address: Cannons Community Association, 1-17 Wemborough Road, STANMORE, HA7 2DU Type: Childcare on non-domestic premises Registered with Ofsted: 02/12/2024 Registers: EYR Registered person: Growing Stars Nursery Canons Park 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 Strong standard

Children make very secure progress through the curriculum. They receive encouragement to take ownership of their learning and support and guidance from staff when needed. Children have many opportunities to develop their independence. At snack time, they prepare, serve and tidy away their own resources. Children show confidence, developing their fine motor skills and taking care as they use a glass to pour and drink. During circle time, children listen attentively, respond to prompts and confidently join in with familiar songs and actions. They demonstrate increasing understanding of questions and mathematical language. For example, they answer questions about who is sitting 'behind', 'in front of' or 'next' to them. Children confidently identify their friends.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities and children who speak English as an additional language, make very positive progress. They benefit from consistent approaches and targeted strategies to support their communication and language development, including being introduced to key words and phrases throughout the day. Children demonstrate determination and resilience as they persevere with trickier tasks, such as carefully balancing and building their own structures.

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Children's welfare and wellbeing Strong standard

Leaders ensure effective systems and routines are in place to support children's health, safety and wellbeing. Staff promote healthy lifestyles by encouraging children to make nutritious food choices. They help children to understand the benefits of eating a range of foods, including fruits and vegetables. Staff use mealtimes to support children to develop independence, social skills and excellent manners as they sit together, serve themselves and enjoy conversations. Staff ensure children are supervised safely while eating. They use colour-coded mats to identify children's individual dietary requirements. Children also develop positive oral hygiene habits through daily toothbrushing.

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Children's welfare and wellbeing Strong standard

Staff support children's physical and emotional wellbeing through nurturing relationships and carefully planned strategies. The key-person approach helps children to build secure attachments and feel confident and valued. Staff follow safer sleep procedures and carry out regular checks to protect children's safety. Children enjoy exploring a story about a monster, which supports children to recognise and talk about their feelings. This helps children to develop emotional understanding and regulate their feelings.

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Children's welfare and wellbeing Strong standard

Children enjoy being active and develop their physical skills through climbing, jumping and running with friends in the spacious outdoor area. They begin to recognise changes in their bodies and understand how to look after themselves, such as accessing fresh water when they feel thirsty.

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Curriculum and teaching Strong standard

Leaders and staff have developed an ambitious curriculum that meets the needs of all children, including those with special educational needs and/or disabilities and those who may experience barriers to learning. They use information about children's starting points to plan learning that builds on what they already know and can do. The curriculum is carefully sequenced so children develop knowledge and skills over time and make steady progress. Children who require additional support benefit from a personalised curriculum, with learning broken down into smaller steps.

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Curriculum and teaching Strong standard

Communication and language are central to everyday practice. Staff use interactions throughout the day to extend children's language, thinking and understanding. They ask purposeful and open-ended questions and introduce new vocabulary through play. For example, as children create flying cars with magnetic blocks, staff ask questions such as, 'Where do you think you are driving to?' and 'Who do you think lives there?' to encourage children's ideas and imagination. Younger children develop their vocabulary through play as staff introduce words such as 'balance' and 'crash' while they build and explore.

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Curriculum and teaching Strong standard

Parents are actively involved in their children's learning, helping to provide consistency between home and nursery. Staff share ideas and resources, including themed resource bags, to support children during important transitions, such as toilet training or welcoming a new sibling. These shared experiences help children to feel confident and supported during times of change.

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Inclusion Strong standard

Staff build a clear picture of each child's individual needs, interests and development through observing their play and working closely with parents and carers. They use this knowledge to adapt activities, teaching and the environment to remove barriers to children's learning and wellbeing. Children with special educational needs and/or disabilities, those known to social care and other children who may face barriers are fully included alongside their peers. For example, some children benefit from learning in quieter spaces and receive support to join group activities at their own pace when they feel ready. These tailored approaches support children to make progress and develop their skills and confidence.

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Inclusion Strong standard

Leaders monitor children's progress through ongoing assessments and regular reviews with parents and professionals to ensure support is matched to children's needs. They use funding thoughtfully to provide additional staffing and targeted support. This enables all children to participate fully and make progress.

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Inclusion Strong standard

Leaders have developed a range of opportunities to involve parents in their children's learning. They ensure families feel welcomed and valued. Parent workshops provide guidance on how children learn and how families can support their children's development at home. Parent representatives also help to ensure families' views are listened to and considered. Parents appreciate the care and commitment of staff in meeting their children's individual needs. This creates an inclusive environment where children feel supported to thrive.

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Leadership and governance Strong standard

Leaders place a high importance on staff wellbeing, professional development and maintaining a manageable workload. Staff feel valued and supported through regular supervision sessions and clear guidance. Leaders provide opportunities for continued development through training, including inset days and online courses. This helps staff to build confidence and strengthen their skills. Staff also benefit from dedicated time for a 'catch up with a cuppa' with leaders, where they can share thoughts and ideas. They value the positive and supportive culture, where colleagues recognise and celebrate each other's contributions.

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Leadership and governance Strong standard

Leaders are reflective and innovative in their approach to continuous improvement. They have a clear understanding of the setting's strengths and identify areas for further development to enhance the quality of care and education. Leaders actively seek advice, share practice with a sister nursery and work with the staff team to agree actions that strengthen provision. They build on established positive practice while continually striving to raise standards and achieve the best outcomes for children. They have accurately identified priorities for further improvement and have responded promptly through targeted staff development. For example, they are supporting staff to consistently explain behaviour expectations to children and the reasons for these. Staff are developing this aspect of their practice well, although it is not yet fully embedded across the nursery.

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Leadership and governance Strong standard

Parents and carers speak positively about the staff team, with many staff members having worked at the nursery for several years and contributing to the deep sense of consistency and familiarity. Parents report that they feel well informed, supported and actively involved in their children's learning. Leaders ensure families have a genuine voice in nursery life through initiatives such as an active parent representative. They provide valuable opportunities for families to connect and learn through community workshops, including sessions focused on child development. Parents appreciate being part of the nursery community and value opportunities to take part in events such as Father's Day. These excellent partnerships help to create a consistent approach between home and the nursery, supporting children's learning and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established clear expectations for children's behaviour. They support children to develop positive attitudes towards their learning. Children build secure relationships with staff, who consistently model kindness, respect and calm interactions. Children generally understand and follow the routines and expectations of the setting. Staff respond appropriately when children need support with their behaviour. However, they do not consistently explain the reasons behind boundaries and expectations. This means some children do not yet fully understand why certain behaviours are not appropriate.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff establish predictable routines. They use clear reminders to support children as they move through the day. Staff prepare children for changes and transitions so they know what to expect and develop confidence in following the daily routine. Children with special educational needs and/or disabilities receive support through the use of visual prompts. This helps them to anticipate what is happening next and feel secure. During some parts of the day, movement between rooms can occasionally interrupt children's concentration and affect their engagement. As a result, children are not always able to remain fully settled and engaged in experiences.

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Behaviour, attitudes and establishing routines Expected standard

Leaders encourage good attendance through positive relationships and regular communication with families. They respond promptly to unexplained absences and have a clear understanding of each family's circumstances. Leaders provide support in a sensitive way when needed. As a result, children benefit from consistent experiences and secure relationships and feel settled within the setting.

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

Children arrive at the setting happy and ready to begin their day in a warm, welcoming and nurturing environment. They are greeted by caring, highly skilled staff who know them well and provide sensitive support to help them settle. When needed, staff offer children reassurance, cuddles and encouragement. This helps children to separate confidently from their families and feel safe and secure. Staff provide a wide range of carefully planned experiences that reflect children's interests and spark their curiosity. Children are keen to join in, quickly become engrossed in their play and learning, and enjoy exploring alongside their friends and trusted adults.

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

Staff interact sensitively with children. They listen carefully to children's ideas and follow their interests to extend learning effectively. Staff have a clear understanding of each child's individual needs and starting points. They identify any barriers to children's learning without delay and plan carefully to ensure all children are included. Staff work closely with parents and carers and other professionals to provide tailored support, particularly for children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. Parents speak warmly about the progress their children have made since joining the nursery and value the support they receive.

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

As a result, children make progress from their starting points, grow in confidence and are well prepared for the next stage of their learning. Children are at the heart of everything the nursery does. Staff work closely with families to ensure children feel valued and supported. They provide opportunities that strengthen children's sense of belonging within the nursery and local community. Children recently celebrated the nursery's second birthday with their families. They enjoy experiences such as visits from the police and a mobile farm, and they

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Address:

Cannons Community Association 1-17 Wemborough Road STANMORE HA7 2DU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Growing Stars Nursery Canons Park Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00 enjoy regular forest school sessions. These experiences help children to appreciate the people who help them and develop a growing understanding of the world around them.

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Next steps

Leaders should further strengthen daily routines and transitions, ensuring children remain engaged and their experiences are not interrupted.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents, 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. Local authority: Harrow

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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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