Morningstar Nursery School

Morningstar Nursery School
Unique reference number (URN): EY563183
Address: 2/4 Whalebone Lane South, Dagenham, Essex, RM8 1BJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/09/2018
Registers: EYR, CCR, VCR
Registered person: Adeluola, Olanrewaju Adewunmi
Inspection report: 6 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
Children are typically prepared for the next stages of learning and life. Children develop their
independence skills well, such as serving their food during mealtimes. Additionally, children
have a go at putting on their own shoes. Children clean their own noses and faces, using a
mirror to check they are clean. This enhances children's self-care awareness and being
ready for school.
Younger children develop appropriate social skills through group activities. For example,
they make pretend pizza for each other from play dough. Older children build on their self-
confidence and language skills by retelling familiar stories to peers in small groups, such as
'The Three Little Pigs'.
Children with special educational needs and/or disabilities and other barriers to their
learning benefit from one-to-one sessions known as 'golden time', where they focus on their
tailored next steps through interests. For example, using objects of reference to their
favourite nursery rhymes to increase their focus and attention. Through this, children
progress from their starting points.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff role model positive language and manners, such as please and thank you
consistently throughout the day. Children respond well to this and are generally well
behaved. Children share when playing together and remind each other of this. Staff enable
children to solve sharing issues in a timely manner and support when needed. Through this,
children develop respect and kindness. Children and staff build warm relationships, evident
in their play and in daily routines. Children ask staff to engage in group activities, such as
football and painting.
Staff typically have high expectations for children's development, behaviour and boundaries.
They encourage children to play well with each other and build on social skills. For example,
staff use a cardboard box to create imaginary play, where children sit inside singing 'Row,
row, row your boat'. Children gravitate towards this play with excitement and continue the
play idea among each other. Staff create times in the day to join all together, for example, to
welcome each other, speak about feelings and sing songs. However, during these adult-led
focus times, staff are not always consistent in maintaining the focus of all children,
especially older children. As a result, they become disengaged.
Leaders monitor attendance in a timely manner and follow policies and procedures to
ensure this is effective. Leaders ensure they are notified of absences and record reasons
why. Leaders promote the importance of attendance to parents, ensuring there is a
consistent routine in place for ongoing development.
Staff typically adapt activities and routines to support children with special educational
needs and/or disabilities (SEND) and other barriers to their learning. For example, during
large-group times such as circle times, one-to-one sessions take place with the key person.

Typically, children with SEND and other barriers to their learning are gaining small focus
times tailored to meet their needs. The key persons are very knowledgeable of their
children's needs and interests. While children with SEND make progress from their starting
points, there are inconsistencies in the delivery of strategies from all staff, to support their
transitions.
Children's welfare and wellbeing Expected standard
Leaders and staff generally promote the importance of emotional wellbeing for children.
They create group activities, such as circle times, to identify how children are feeling through
song. This typically enables children to think of and express their feelings freely. Staff
typically encourage children to engage in musical physical games, where they begin to
understand the importance of physical activity on their bodies. Children have regular access
to a well-resourced outdoor area and leaders recognise the importance of this, especially for
children with barriers to their learning.
The setting provides a range of healthy meals for children. Children are given options of
different fruits and milk or water at snack times. Children are encouraged to independently
serve themselves and pour their own drink. Staff support portion sizes through counting,
ensuring children have sufficient food and drink when serving themselves. Staff use
language to support exploration of foods, such as 'sweet, sour, crunchy' and 'soft'. They also
discuss healthy foods in their meals and ask children to identify them too. Staff role model
trying new foods through eating with children at mealtimes. This encourages children to
explore new tastes and textures. Staff identify when children need rest and considerately
ask if they would like to rest or sleep.
Staff have embedded hygiene routines throughout the day, where children independently
wash their hands before and after mealtimes. Staff discuss the importance of washing away
germs to children and being clean. Children use mirrors to wipe their noses and faces,
identifying how well they have done. Children express their excitement when they complete
tasks independently, where staff offer praise for achievements.
Curriculum and teaching Expected standard
Leaders have implemented a curriculum focusing on communication, language, social and
physical development. Staff generally embed literacy and mathematical into adult-led
activities. Children with special educational needs and/or disabilities (SEND) are supported
effectively in maintaining their attention through the use of small-group attention games.
However, staff do not consistently extend older children's attention skills or encourage them
to try different activities. As a result, some older children do not fully develop the
concentration needed for the next stages of learning, including school.
The setting is open plan for children aged 2 to 5 years, where staff typically adapt activities
between their ages and stages. Staff particularly ensure children's interests are used when
planning activities for all children, including those with SEND and other barriers to their
learning. For example, younger children use containers to empty and fill during water play,
while older children are encouraged to identify size and capacity when filling their
containers. Younger children engage in early mark-making activities, such as using pens
and whiteboards, imitating staff marks at random. Children develop the effective

manipulation of tools. At times, older children are supported in using pens and whiteboards
to create repeating patterns and identifying mathematical concepts.
Physical development is typically prioritised across all ages. All children have supervised
access to the well-resourced garden, exploring slides, scooters, bikes and ball games. As a
result, children are supported in developing their coordination and overall physical skills.
Staff support children to use scissors in collage activities, through effective role modelling
and supervision. This enhances children's concentration and small-muscle movements.
Staff encourage a love for books through adult-led and independent reading times. For
example, after mealtimes children are encouraged to look at books and discuss what they
know about the story. Children have the choice to independently look at them and create
stories of their own or engage in an adult-led story time. Through this, children become
familiar with stories and they retell them through the pictures. This also builds on children's
imagination, where they create their own stories.
Children enjoy dressing up and playing with a variety of musical instruments from around
the world. For example, they explore different cultural instruments and create their own
musical patterns from them. Children also experience dressing up in various traditional
cultural clothing. Children learn about the similarities and differences between people and
cultures.
Inclusion Expected standard
Leaders have a secure understanding of children with special educational needs and/or
disabilities (SEND), and who face other barriers to their learning, such as children who
speak English as an additional language. For example, leaders create word sheets when
children first join, detailing words in home language and in English. This enables staff to
communicate basic words with children in different languages, forming trust and initial
professional bonds.
Leaders identify gaps in learning quickly. They refer and liaise with external agencies and
the local authority effectively. They implement strategies and advice given to enhance
children's progression. This ensures that children gain early intervention and support to
develop well. For instance, supporting children's understanding using objects, such as
wooden blocks, to reference 'nursery'. Staff also use pictures to represent toilet, story time
and tidy-up time, supporting understanding of what will happen now and next. However, not
all of these strategies are introduced consistently to support children with SEND or other
barriers to learning. For example, staff do not use these when supporting children's
transition from the garden into the setting. As a result, there are varied expectations for
children, which causes confusion for them.
Leaders use additional funding effectively and understand the impact on children. For
example, funding is used for weekly sports and physical sessions to further support
children's wellbeing. Leaders also use this funding to create song and story bags, which can
be taken home and explored with parents and carers. As a result, children build on their love
of books, and build on their knowledge to find out that print carries meaning and learn
stories are read from left to right.

Leaders ensure parents are involved and aware of all processes and strategies
implemented for their children. Parents are involved in completing development checklists
with leaders, to collaboratively identify gaps in learning, as well as frequently sharing tailored
next steps. Children benefit from continuous learning between the setting and home.
Leadership and governance Expected standard
Leaders ensure that robust systems are in place for staff to complete their role effectively
and well, ensuring that the safety and wellbeing of children are prioritised. Leaders follow an
appropriate induction process, where staff are given mandatory training to complete. They
acknowledge staff's understanding of the setting's context, policies and procedures through
a detailed process, including internal and external training. Staff show their understanding of
this in their practice. Leaders support staff's ongoing professional development and
wellbeing through frequent supervisions. Staff are happy in their role and feel well supported
by leaders. As a result, children learn from dedicated and experienced staff.
Leaders are generally self-reflective of the setting and identify the strengths and areas of
improvement. This is through internal observations, parent feedback and staff input. Since
the last inspection, leaders have supported staff's professional development through
training, ensuring children are given opportunities to be independent in their thinking and
learning. This has had a positive impact where children now have the ability to problem
solve independently.
Leaders engage well with external agencies and professionals. This particularly supports
children with special educational needs and/or disabilities and children with other barriers to
their learning. A range of external professionals visit the setting to provide advice and
strategies, which the setting adopts and implements. This creates a multi-agency working
environment, ensuring children's progress is a priority.
Leaders have created positive partnerships with parents, where they feel involved in the
setting. Parents state they are up to date with their child's progress through meetings and
discussions. Leaders and staff use an app to ensure parents are updated daily in what
children are learning. There are systems and policies in place to ensure the safe use of this.
Leaders create parents' events and termly development meetings, ensuring parents are
aware of their child's progression and next steps. As a result, children have consistent
learning between the setting and home.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
The setting is welcoming and happy, where children engage in a range of activities with full
focus. Each child is greeted when arriving to the setting and asked how they are feeling.
Staff ensure children are given time to think and respond. As a result, children express
themselves freely. Children identify their pictures for self-registration to independently sign
themselves in and out of the setting, when it is time for them to go home. They form a sense
of responsibility and self-awareness through this, supporting the next stages of their
learning.

Children are stimulated in their play and thrive from their ability to make decisions. For
example, they choose their own free flow activities upon arrival, such as play dough, playing
with the pretend farmyard and mark making. Through this, children adopt a positive attitude
to learning and develop self-confidence. Children create positive relationships with staff,
where they seek them out to play and for emotional support when feeling sad. Staff respond
well to children, building trust and comfortability.
Children develop communication and social skills appropriately, where they play well in
groups. For example, building train tracks and roads from construction materials. They take
turns and share resources, with support from staff at times. Children discuss their personal
experiences of going on different types of transport, extending their knowledge and play
ideas together. Staff encourage differentiation in language between ages in the setting,
ensuring for older children they role model longer sentences and descriptive words in play.
All children achieve well from starting points. Staff generally know the children well and plan
meaningful activities based on their interests. Individual development is monitored through
observation and gaps in learning are identified. This particularly supports children with
special educational needs and/or disabilities, and any other barriers to learning, as they gain
support and interventions at the earliest stage, to ensure they are progressing well.
Children benefit from the attendance monitoring system. Leaders ensure they monitor when
a child is absent, and engage with parents regarding the importance of regular attendance.
This means that children are given a consistent routine and access to frequent learning.
Next steps
Leaders should ensure that older children's concentration skills are further extended in
preparation for their move to school.
Leaders should ensure staff use consistent strategies to help children, particularly those
with special educational needs and/or disabilities, to understand what will happen now
and what will happen next to aid their transitions.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, children
and parents during the 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.

Inspector:
Jamie-Lee Kiff
About this setting
Unique reference number (URN): EY563183
Address:
2/4 Whalebone Lane South
Dagenham
Essex
RM8 1BJ
Type: Childcare on non-domestic premises
Registration date: 20/09/2018
Registered person: Adeluola, Olanrewaju Adewunmi
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Barking and Dagenham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 6 July 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
37

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester

M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright