Shining Stars

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Required records relating to staff suitability checks are not accurately maintained by the manager or easily accessible for inspection. Although this does not have an impact on children, this is a breach of the statutory requirements.

Most children are happy in the setting. They develop strong friendships with other children and enjoy their company. Staff ensure that each child feels welcome.

For instance, during circle time, all children are welcomed by the 'Hello song' with the use of each child's name in the song. This helps children to feel a sense of belonging. However, this is not the same for babies who, at times, ...are not engaged in purposeful activities.

As a result, they become bored and tearful.Children enjoy exploring the art resources as they create Christmas cards for their families. They eagerly spread some glue on their cards and spend time choosing colours of glitter and pom-poms to decorate them.

Older children discuss with staff and their friends which special person they are making their cards for.Children generally behave well and learn about acceptable behaviour. For instance, staff offer children guidance and support to encourage them to share and take turns.

They talk to children about how they feel. Staff use books to engage children in conversation about their feelings and emotions.

What does the early years setting do well and what does it need to do better?

The manager regularly checks the ongoing suitability of the staff team.

However, she does not maintain a clear record of all required details relating to the Disclosure and Barring Service checks for staff. Evidence and records of staff suitability are poorly organised and difficult to locate. Consequently, some of these records were not easily accessible for inspection.

Staff gather information from parents before children start at the setting. This helps them to establish what children already know and can do. Staff plan activities for older children that consider the skills that they need to learn next.

However, babies do not benefit from a well-planned curriculum that precisely meets their individual learning and development needs. For example, staff do not ensure that the learning environment motivates them to play and explore or support babies' next steps in their learning.Staff promote children's communication and language through regular song and story sessions.

They talk to children as they play, asking age-appropriate questions. Children communicate their likes and dislikes with staff. For instance, they discuss what foods they like to eat.

Staff use simple Makaton sign language to aid children's communication. Children demonstrate a growing vocabulary and use words to describe their artwork, such as 'shiny' and 'sparkly'.Children have the opportunity to play out in the garden daily.

They become excited as they explore a pile of leaves. They collect the leaves in their arms and throw them into the air, trying to catch them as they fall.Children are beginning to develop some independence in their self-care skills.

For example, staff encourage children to wash their hands before they eat and after using the toilet. Older children use small jugs to pour their drinks at snack time. However, staff do not always effectively promote the good health of babies.

For example, when they leave their dummies on the floor, other children pick them up and use them.Children are familiar with the routines of the day and staff help them to understand what is happening now and next. However, some parts of the day are not well organised to ensure that children are consistently engaged in learning.

For example, children wait for long periods while staff carry out routine tasks, such as cleaning and tidying up after mealtimes. Consequently, this causes some children to become upset and disengaged. Therefore, learning is not always effective during these times.

Parents speak positively about the setting. They express that staff are flexible with daily routines to accommodate their children's needs. There is a two-way flow of information to keep parents informed about their children's day.

Parents feel included in their children's learning and how to support their next steps at home.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff understand their responsibilities to safeguard the children in their care.

The manager has added visual reminders to staff to provide them with key information. Risk assessment is in place to identify and minimise any hazards to children. Staff can identify the signs and indicators that may mean a child is at risk of harm or abuse.

They know when and how to report concerns they have about a child in their care or about a colleague.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure records are easily accessible and available, particularly regarding staff suitability checks and vetting processes.19/01/2024 To further improve the quality of the early years provision, the provider should: support staff with planning the learning environment for babies, so this engages babies fully and provides them with ambitious learning experiences that build on their next steps nensure staff promote children's good health by minimising the opportunity for children to share dummies review the organisation of routines so that children are not waiting for extended periods of time.