Shining Stars Daycare & Club

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About Shining Stars Daycare & Club

Name Shining Stars Daycare & Club
Ofsted Inspections
Address St. Helens Primary Academy, St Helens Way, Barnsley, Yorkshire, S71 2PS
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Barnsley
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled in the nursery and are very familiar with the routines that staff have implemented. Children listen well and follow instructions throughout the day. For example, they begin to tidy up when they hear a familiar song.

Children are self-assured and inquisitive. They show respect towards others and behave well. Children, including babies, form close attachments to staff and have good attitudes to learning.

Staff help children to explore their own creative ideas. For example, children thoroughly enjoy making cards for Valentine's Day and discuss their loved ones at home. Staff successfully pro...mote a love of books and reading.

Children tell staff that a book has a cover and a spine. They listen intently to the story of 'Stickman'. Children repeat key words and begin to predict what they think might happen next.

Children are learning how to care for others and how to keep themselves safe. They take turns to look after the tortoise and know not to put their fingers near its mouth. Children speak about penguins living in Antarctica and whales living in the sea.

They relish exploring ice and how it melts.

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

Staff make ongoing assessments through observing children, which informs the curriculum and what they want children to learn next. All staff know the targets for all children and talk at length about how they are helping their key children to always learn something new.

For example, individual children are provided with specific tailored support to develop their confidence in playing in small-group activities.The manager and staff support children with special educational needs and/or disabilities well. They liaise closely with other professionals, settings and parents to ensure all children make good progress in their learning and development.

Staff recognise the importance of supporting children's communication and language development. They engage in conversations with children as they play. Staff introduce, model and repeat the correct use of words.

They ask children questions and listen to what they have to say. This helps children to build on their listening and speaking skills.Children are independent and are encouraged to try and do things for themselves.

Staff give children time to 'have a go', particularly when putting on and fastening their coats, or when washing their hands after using the bathroom. This helps to ensure that children have the self-help skills needed in preparation for school.Parents speak highly of the setting.

They value the wealth of information they receive about their children's progress and ideas on how to support children's learning at home. Parents feel they can approach staff for help and support.The manager monitors and evaluates all aspects of the nursery provision effectively in order to improve outcomes for children.

Staff are very well supported through good-quality supervision meetings and observations of their practice. Staff are encouraged to attend courses to maintain their professional development. This helps to drive improvement for all children's care and learning.

Staff support children's emotional development well. They take time to get to know children and their families. Comprehensive information is gathered from parents prior to children attending, to help children settle quickly.

The stimulating and well-organised environment enables children to make choices and enjoy their learning. However, less focus is given to the outdoor area, which is less exciting.Staff to implement the curriculum for mathematics effectively to help further enhance children's understanding of mathematical concepts, such as numbers and counting.

Children listen perceptively during circle-time activities and confidently talk about their favourite things and their home life. They are gaining the skills needed for the next steps in their learning, such as starting school.Children are beginning to learn about the world around them.

However, children are not always best supported to understand the diversity within their local community.


The arrangements for safeguarding are effective.Robust recruitment and vetting procedures help to check the suitability of staff working with children.

The manager and staff regularly update their safeguarding knowledge through training, discussions and staff meetings. Staff can identify the signs that indicate a child may be at risk of harm from abuse or neglect. They understand how to report child protection concerns and how to follow the whistle-blowing procedure if concerned about the practice of other staff members.

Staff are deployed effectively. The children are well supervised as child-to-adult ratios are always followed.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop an outdoor curriculum that excites and motivates children in their learning strengthen staff knowledge of how to teach children about similarities and differences between themselves and those in their communities.

Also at this postcode
St Helen’s Primary Academy

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