Shooting Stars Nursery Limited

Shooting Stars Nursery Limited
Unique reference number (URN): 2716832
Address: 18 Wilson Wood Street, Batley, WF17 7LE
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/01/2023
Registers: EYR, CCR
Registered person: Shooting Stars Nursery Limited
Inspection report: 3 March 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
All children make appropriate progress from their starting points, particularly in
communication and language and mathematics. For example, some children speak in full
sentences and hold conversations with friends about earthquakes. Others use Makaton
signs and facial expressions to communicate with staff. Some children name shapes and
enjoy reciting numbers beyond 20. Other children sort objects into colours or groups.
Children make connections between home and the setting. For example, while making a
shape picture, they talk about their family attending the mosque. Children develop important
independence and social skills through the setting's routines. For example, they are learning
how to make friends, listen to each other and use each other's names. Children start to
recognise their own emotions with staff support. These skills help children to become ready
for their next room in the setting or their move to school.
Behaviour, attitudes and establishing routines Expected standard
Leaders are positive role models for staff, children and families through their warm and
welcoming approach. They ensure everyone understands behavioural expectations, and
they support staff to use a range of strategies to support children's individual needs.
Occasionally, they also support parents to use these positive strategies at home. This
provides consistent expectations for children. Relationships between children, staff and
families are caring and respectful. Staff model respectful behaviour and help children to treat
others with kindness.
Staff help children learn to share, take turns and cooperate during play. For example, they
ensure children take turns when connecting jigsaw puzzles together or share play dough
fairly. These experiences support children to develop positive attitudes to learning and an
awareness of fairness.
Children enjoy attending the setting and engage well with the activities available. They show
curiosity and interest in their play. Staff help children to develop independence through daily
routines. This helps children to feel proud of their achievements. Leaders promote the
importance of regular attendance. They monitor attendance patterns and work with families
to support children's consistent routines.
Children's welfare and wellbeing Expected standard
Children are cared for in a nurturing environment where staff know them well and respond
sensitively to their needs. Care routines are adapted sensitively for children with special
educational needs and/or disabilities (SEND). Children enjoy spending time with staff. They
often laugh and smile during interactions.
Mealtimes are calm and social occasions. Staff sit with children, model good manners and
talk with them about healthy food choices and visiting the dentist. Children are provided with

healthy meals and snacks. Leaders give parents advice on healthy lunch boxes and how to
increase the range of food children will try. Staff monitor children carefully, particularly those
with medical needs and those with SEND, to ensure their safety when eating.
Staff help children learn how to manage risks during outdoor play. They teach children about
walking safely along the pavement when they are with their family. They are vigilant in
supervising the play of all children, including those with SEND, for example when splashing
in the bubbly water outdoors.
Curriculum and teaching Expected standard
Leaders have improved the quality of teaching since the last inspection. For example, they
have provided staff training on child development and high-quality interactions. Planning and
observation systems have improved to encourage building on what children know. As a
result, staff consider children's interests and home experiences when planning. For
example, children learn about their own and others' cultures and celebrations. Staff are
starting to apply the knowledge gained on their training. However, they do not consistently
adapt their teaching to extend children's thinking during activities. This means the most able
children's learning is not extended as well as it could be. This means that they do not make
the progress they could.
Children's communication and language development is prioritised by leaders. For example,
staff use songs and books with children throughout the daily routine. They introduce new
words during puzzle play, such as 'connect'. They use Makaton signs to help all children's
communication, particularly where there are barriers to learning.
Staff introduce the curriculum for mathematics through play opportunities both indoors and
outdoors. For example, they encourage children to notice shapes, size and number, and
they teach mathematical words in everyday activities. These experiences help children
begin to recognise mathematical concepts.
Staff ensure outdoor play is prioritised because some children do not have access to
outdoor spaces at home. They provide all children with the chance to exercise and develop
their coordination and strength. Staff help children to build hand strength and dexterity
through mark-making activities and games with small toys.
Inclusion Expected standard
Leaders create an environment where all families are welcomed. They provide focused
training to help staff support children. Staff use observations and discussions with parents
and professionals to identify children's needs. Leaders work closely with social workers
when required to ensure children's welfare needs are met. Staff make close links with
specialists to ensure children with special educational needs and/or disabilities receive
appropriate support. Staff use recommended strategies, such as Makaton signing and visual
cues, to help children communicate and understand routines.
Staff implement individual plans and regularly review targets to help children's progress.
They successfully plan experiences to specifically encourage children's communication and
interaction. For example, children giggle with anticipation when staff roll a ball to them. Staff

use their observations of children's interests and next steps to decide how additional funding
is used. For example, they purchase books focused on emotional development to help some
children who struggle to express their emotions.
Leaders monitor and review children's progress through ongoing observations. However,
they do not fully evaluate the impact of any additional funding for individual children when
monitoring their progress. Parents report that staff keep them informed. However, they are
not involved collaboratively in decision-making about next steps or how funding is spent. As
a result, strategies used in the setting are not consistently followed at home. Therefore,
some children do not make as much progress as they could.
Leadership and governance Expected standard
Leaders have taken action since the last inspection to improve practice. They have
developed an action plan with the local authority officer to prioritise improvements. They
have started to identify strengths and prioritise areas to develop through a review of this
action plan. They have introduced a programme of training for staff, improved systems and
recruited more staff. These changes are beginning to improve the quality of teaching and
adult–child interactions.
Leaders work closely together to support staff, check their wellbeing often and provide
opportunities for professional development. They encourage staff to share ideas and reflect
on practice. Leaders ensure staff are not overwhelmed with work, for example by writing up
reports themselves to reduce staff workload. They monitor practice through observations
and discussions with staff to help identify priorities for improvement. However, leaders do
not always use this information precisely enough to tailor professional learning to individual
staff members' needs and to improve the quality of teaching.
Leaders promote an inclusive ethos and, on the whole, work in partnership with parents and
professionals to support children's development and wellbeing. However, further
collaboration with parents would support consistency and ensure children make even better
progress.
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

What it's like to be a child at this setting
Children arrive happily and settle quickly to play at this small, friendly setting. Staff greet
children and families personally, which helps them to feel special. Children develop warm
bonds with staff and their friends. All children, including those with additional needs, are
welcomed and included. Staff work closely with families and professionals, such as
physiotherapists and social workers, to help all children participate in daily activities and
make progress. Leaders monitor attendance and work with parents to understand reasons
for absence. They sensitively support families to establish children's routines. Parents say
their children are happy and enjoy their time at the setting. They say they are impressed by
the progress their children make.
Children keenly explore activities throughout the day. They listen attentively to stories and
action rhymes, eagerly joining in where they can. Staff introduce new words to children as
they play and chat. Children explore sensory experiences, such as soil and water play.
Overall, activities are based on children's interests, their home experiences and next steps
in learning, which helps children to enjoy learning and make progress. Children enjoy being
active outdoors. They ride bikes, balance on equipment and practise jumping safely. Staff
help children learn to share, take turns and play cooperatively. Children develop their
independence skills during daily routines. Some children proudly show staff when they
manage new skills independently, such as putting their coat on. Children gain confidence as
they explore, play and learn with their friends. These experiences help children to feel
secure and gain skills ready for the next stage of learning.
Next steps
Leaders should use additional funding more precisely, in collaboration with parents, to
better support children's progress.
Leaders should improve the quality of teaching even further through sharply focused
professional learning.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator and
parents during the inspection.

Inspector:
Ruth Mason
About this setting
Unique reference number (URN): 2716832
Address:
18 Wilson Wood Street
Batley
WF17 7LE
Type: Childcare on non-domestic premises
Registration date: 10/01/2023
Registered person: Shooting Stars Nursery Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30
Local authority: Kirklees
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
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.

Total number of places
64
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