Shining Stars Day Nursery

Shining Stars Day Nursery
Unique reference number (URN): EY501266
Address: New Testamant Church Of God, Anglesea Road, London, SE18 6EG
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/09/2016
Registers: EYR, CCR, VCR
Registered person: Shining Stars Immaculate Ltd
Inspection report: 24 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
Children benefit from a broad curriculum which covers all of the areas of learning. This
allows them to access a range of activities and practise their skills both independently and
with support from staff. Children show curiosity and happily explore the environment. They
confidently engage with staff and invite them to join their play.
Children demonstrate their skills and show concentration and focus. For example, after
being given demonstrations, children persevere and master using scissors to cut snips in
paper. They happily show staff their finished paintings and demonstrate they feel proud
when they receive praise.
Children gain confidence in their communication and language skills as they listen and
share stories, share their views and socialise with their peers. All children, including those
with special educational needs and/or disabilities (SEND), typically gain the skills they need
to progress and be prepared for their next stage of learning.
Behaviour, attitudes and establishing routines Expected standard
Although established routines are in place for most of the time, staff do not follow these
consistently. For example, they ask children to tidy away the toys, but do not reinforce their
expectations. This gives children mixed messages and does not help them to take
responsibility.
Overall, staff manage children's behaviour well. They talk to children about the rules and the
daily routine. This helps children to typically know what is expected of them and to
understand what is happening next. Staff support children with special educational needs
and/or disabilities (SEND). They use visual prompts to aid their understanding and generally
support them to manage their behaviour.
Staff support children age and stage appropriately to learn about their emotions and how
their behaviour can affect others. They introduce new vocabulary to help children
understand different feelings. Staff proactively support children, including those with SEND.
They provide a calm space for children to regulate their emotions, offering reassurance and
cuddles when needed. Staff promote social skills, sharing and turn-taking. This promotes a
positive environment and helps all children to feel respected and valued. Leaders work with
families to promote to importance of punctuality and regular attendance.
Children's welfare and wellbeing Expected standard
Leaders and staff provide a nurturing environment which supports children to build positive
attachments to their key person. This enables children to feel safe and secure. Staff get to
know all children well, including those with special educational needs and/or disabilities
(SEND). This ensures staff understand children's changing needs, interests and stage of
development. Staff use this information to make adaptations to ensure children flourish.

Staff promote a positive social experience during snack and mealtimes. They sit with
children and supervise them throughout, which ensures their safety. Children learn about the
importance of healthy food choices, follow positive hygiene routines and learn about the
importance of oral health. Children increase their independence as they pour their own
drinks, serve food and feed themselves. Staff demonstrate respect and provide individual
attention during nappy changing routines. They provide a calm and relaxing space for
children to sleep, rest and recharge. This supports children to learn about their bodies and
individual care needs.
Children enjoy extending their physical skills outside. Staff support children to learn about
safety when using equipment as they practise increasing their balancing and coordination.
Staff engage children in conversations about their feelings and emotions as they learn to
take turns and share resources with their peers.
Curriculum and teaching Expected standard
Leaders and staff have been working with the local authority and have made positive
changes since the last inspection. They have focused on improving the curriculum to
support all children's development across all areas of learning. Staff have high expectations
for all children, including those with special educational needs and/or disabilities (SEND).
They plan a sequenced curriculum which includes activities to build on what they want
children to know next. Staff understand the learning intentions and demonstrate how they
adapt their teaching to meet all children's individual needs.
Staff place a high priority on promoting children's communication and language skills.
Children enjoy singing and sharing stories which increases their vocabulary. Staff repeat
words, ask questions and give children time to think and respond. They actively engage
children in conversations and support them to become confident communicators. Staff build
strong attachments and support children to interact and develop friendships which enhances
their social and emotional development.
Staff increase children's understanding of mathematics through their play and routines.
Children enjoy counting as they jump and use mathematical language as they make shapes
with play dough and paint. Staff encourage children to practise their physical skills and give
demonstrations. Children increase their balance as they walk on bucket stilts, ride scooters
and throw and catch balls with their peers.
Inclusion Expected standard
Leaders and staff work in partnerships with parents and carers to get to know all children
well from the start. They use this information, alongside observations, to record children's
starting points. Between the ages of two and three years old, staff complete progress
checks and use ongoing assessments. These help staff to identify any gaps in children's
learning or development and address them swiftly. Leaders and staff make referrals and
work in partnerships with other professionals to support children, including those with
special educational needs and/or disabilities (SEND) or barriers to their learning, to make
progress.

Staff have completed training to support children with SEND. This has helped them to make
changes and adapt their practice to give children further support. For example, staff
differentiate during teaching and position themselves so they can encourage children's
language development. They repeat words to support children to increase their vocabulary.
Staff also use visual prompts to help children to understand what is happening next. Staff
support children's behaviour helping them to regulate their feelings and promote their social
interactions with their peers. Leaders use additional funding to purchase resources to
benefit the children and for extra staff to provide additional support for children with SEND.
Leadership and governance Expected standard
Leaders have identified some further areas for improvement that they would like to develop
in the future. Currently, there is no clear plan or timescales in place to ensure these are
effectively implemented to raise the quality of the provision and benefit children's wellbeing
further. For example, strategies and professional learning to further enable staff to support
children's behaviour when needed.
Leaders have supported staff to increase their knowledge and skills. This has resulted in
improvements to the curriculum and staff interactions to promote children's language
development. This has had a positive impact on children's communication, helping them to
use more vocabulary and become more confident. Leaders have also taken action to
address recent staffing issues to ensure safety is maintained and children's welfare is not
put at risk. Staff receive regular supervision sessions. They feel supported regarding their
wellbeing and managing their workload.
Leaders work in partnerships with parents and carers and other professionals. Parents
speak highly of the support they receive from staff and the ongoing communication
regarding their children's learning and progress. This includes the support for children with
special educational needs and/or disabilities.
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
Children arrive happy to attend this friendly and nurturing nursery. They receive a warm
welcome from staff on arrival. Thus supports them to confidently say goodbye to their
parents and carers, settle quickly and feel safe. An effective key-person system is in place.
This enables parents to share information about their child's wellbeing and supports staff to
be attentive to children's changing needs throughout the day.
All children benefit from a wide range of activities and learning experiences which build on
their existing skills and knowledge. Staff plan some targeted activities which supports all
children, including those with special educational needs and/or disabilities (SEND), to
practise their skills and focus on their individual next steps. They engage with children as
they play. Staff encourage conversations and provide ongoing commentary to support
children's learning. For example, children enjoy washing the dolls in the water, filling up
different-sized containers with sand and painting. These activities extend children's
concentration and fine motor skills. Younger children wash different vehicles and repeat the
sounds they make. Children take turns with their friends to add ingredients as they make
play dough, which develops their social skills. Staff teach children about numbers during
activities and routines as they count together. Children learn about different shapes, sizes
and measures, which further extends their understanding of mathematics.
All children including those with SEND or barriers to their learning make progress from their
starting points. They show their independence as they put on their coats for outside play,
wash their hands and attend to their care needs. Children confidently share their views and
increase their vocabulary as they engage in conversations. Leaders work in partnership with

Inspector:
Helen Craig
About this setting
Unique reference number (URN): EY501266
Address:
New Testamant Church Of God
Anglesea Road
London
SE18 6EG
Type: Childcare on non-domestic premises
Registration date: 28/09/2016
Registered person: Shining Stars Immaculate Ltd
Register(s): EYR, CCR, VCR
parents to encourage punctuality and regular attendance to set positive foundations for
children's future learning and transitions to school.
Next steps
Leaders should establish effective routines to ensure consistency which supports children
to learn to take responsibility and help with tasks, such as tidying away their toys when
asked.
Leaders should be proactive in addressing any areas for development in a timely manner
to ensure they continue to provide high-quality care and education for all children.
About this inspection
The inspector spoke with leaders, staff, parents and carers and children 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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Greenwich
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
40
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.
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