Rising Stars Nursery & Daycare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff are welcoming and caring. They provide a well-resourced environment, which supports children to have access to a range of experiences. However, leaders have not yet designed an ambitious and broad curriculum for all children.

They have not communicated effectively with all staff about what they want children to learn and how they are going to do this. Consequently, the quality of education is variable, as children's learning is not sequenced well. Furthermore, at times, some interactions lack focus.

Not all staff support children enough during group activities to help them to reach their full potential in their deve...lopment. This means that children are not progressing as quickly as they could. This includes children with special educational needs and/or disabilities.

Nevertheless, children are happy, active and enthusiastic learners, who enjoy being at the nursery. For example, children show that they want to learn about colours as they build rainbows out of blocks. Staff know children well and have a nurturing approach.

They have positive relationships with children. This helps children to feel safe and secure. Staff are positive role models.

They support children to behave well and focus on their emotional well-being. New children settle in quickly, as staff implement the nursery's effective settling-in arrangements and work in partnership with parents.

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

Leaders do not ensure that the curriculum is coherently planned and sequenced for the different age groups of children.

They do not fully consider what children already know and can do. In addition, staff do not consistently engage or support children, especially during group activities. As a result, children sometimes leave activities and wander, with little focus for their play.

At these times, children's learning is not maximised.Leaders have welcomed guidance and support from the local authority and have addressed the actions raised at the previous inspection. They monitor staff's practice through observations and supervision meetings.

However, this has not yet been effective in raising the quality of education and teaching to a consistently good level. Some staff require further support to enhance their teaching skills and understanding of how to sequence children's learning effectively.Overall, staff understand the importance of supporting children's communication and language development.

Some staff converse with children well and support their language through songs and stories. They introduce new words to extend children's vocabulary. However, the interactions that children receive are varied.

Staff do not consistently use effective strategies to engage with children who choose to communicate less.Staff encourage children to do as much as possible for themselves to develop their independence. For instance, they teach children how to dress themselves before going out to the garden.

Children gain the self-care skills they need and follow routines independently, such as washing their hands. This helps to prepare them for the next steps in their learning.Staff provide opportunities for children to practise their small-muscle and mark-making skills.

For example, children make marks with pencils. They strengthen their small-muscle skills while rolling and kneading play dough. They use tweezers to pick up small pom-poms and sort them by colour.

Children enjoy a variety of nutritious snacks and meals throughout the day. Staff talk to children about the importance of healthy eating and caring for their bodies. Children have daily opportunities to be active and play outdoors.

Staff provide a wide range of activities for all children to practise and develop their large-muscle skills. For example, they encourage children to jump, balance and ride bicycles. This helps to support children's physical development.

Overall, children are familiar with rules and boundaries in the nursery. However, on occasion, staff do not ensure that their expectations are clear. For example, some staff tell children not to eat vegetables from the home corner, but other staff allow it.

This leaves children unsure about what they can and cannot do and why.Overall, parents speak highly of the staff. They state that their children enjoy attending and are well cared for.

However, staff do not provide some parents with information regarding their children's current learning and how to extend this learning at home. This does not support all children to make the progress of which they are capable.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date implement a curriculum that is ambitious, well sequenced and has a clear intent for what children will learn to help them to become immersed in their learning, including in group activities 12/04/2024 provide support and coaching to develop staff's teaching skills and raise the quality of education to a consistently good or higher level.12/04/2024 To further improve the quality of the early years provision, the provider should: nimprove the interactions between adults and children across the staff team to further support all children to improve their oracy skills nensure that children receive consistent information in relation to what they can and cannot do and the reasons why, to help them to follow rules and instructions well nextend opportunities for parents to contribute towards their children's learning and support them in how to extend this at home.