Little Stars

Little Stars
Unique reference number (URN): EY359612
Address: Ascot Way, Rustington, Littlehampton, West Sussex, BN16 3SB
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/11/2007
Registers: EYR, CCR, VCR
Registered person: Smith, Kirstie Louise
Inspection report: 22 April 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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Children of all ages, including those who face barriers to their learning, benefit from
extremely well-thought out and established routines. Children know the routines of the day
well. Those children who need it receive gentle reminders so they know what is happening
next. The familiarity and consistency in the routines supports children's excellent sense of
belonging and ability to remain engaged. Leaders consider the needs of the nursery, staff
and children. They implement staff who take on the role of 'base boss' who are not needed
in their daily ratio. This is highly successful in ensuring staff receive additional support. For
instance, these staff support times of transitions and changes in activities to follow children's
immediate curiosities, without taking key staff away from children. This means children's
levels of engagement remains highly focused and uninterrupted as staff can maintain their
attention. Leaders actively promote children's attendance in order to ensure they benefit
from the full experience nursery offers.
Staff are nurturing, diligent and genuinely care for children. They support children's
confidence, independence and self-esteem at every opportunity. Staff offer an abundance of
purposeful praise which boosts children's self-confidence. In turn, every child, including
those who face barriers to their learning, shows resilience and a 'can-do' attitude. For
instance, when children find something tricky, they keep trying until they succeed.
Staff are highly effective positive role models who understand the importance of consistency
in the messages children receive. As such, children's behaviour is superb. They swiftly
follow instructions, are polite and play harmoniously with their friends. Staff remind children
about their own and each other's feelings, providing children with the knowledge of what to
do should a situation occur that they are not happy with. This supports children to be able to
problem-solve themselves as they develop a deeper understanding of social connections
and developing friendships.
Children's welfare and wellbeing Strong standard
Every child's wellbeing is a high priority at this nursery. Leaders recognise children must feel
secure and their emotional needs met for them to thrive. The dedicated staff are consistently
warm, responsive and attentive, Leaders establish a highly effective and consistent key-
person approach. Staff get to know their key children and their families rapidly. They gain a
comprehensive and detailed knowledge of children's unique backgrounds, personalities and
routines, valuing each child and their family as individuals. This approach is highly effective
in promoting children's wellbeing and emotional security.
Staff are attuned to the emotional and developmental needs of each child. As a result,
children develop extremely close relationships with staff. They confidently seek them out for
play, comfort and praise. Children consistently develop secure routines that promote healthy
habits and their overall wellbeing extremely successfully. Staff consider and recognise the
individual routines and personal cues of babies seamlessly. Staff personalise all aspects of
their routines, including weaning, sleep and milk times. The consistency between home and
nursery is highly impactful on how well children are supported to settle in.

Children are supported to make healthy choices. They learn about healthy foods and the
impact these have. This helps children to develop secure hygiene routines, as well as
promoting exercise and a love of the outdoors. Children have opportunities to explore the
world around them as they enjoy trips that stem from their interests and support their
development. This includes local green spaces, farms and even trips to London. Staff
positively teach children about their differences and what makes them and others unique.
This fosters a solid foundation for future healthy habits and inclusivity.
Inclusion Strong standard
Children with special educational needs and/or disabilities, as well as those who face other
barriers to their learning, are extremely well supported. Leaders and staff recognise the
importance of prompt identification of any children who may need extra support, be this for
their learning or wellbeing needs. There is a team of skilled staff who are responsible for
inclusion, recognising the increased impact this can have. These staff have effective and
ongoing training to support their roles and fully understand their responsibilities. As a result,
processes in place provide staff with support and guidance. Lead staff for inclusion have
continual oversight and support children through their skilled interactions daily. This ensures
children are supported precisely and consistently.
Leaders, and those responsible for inclusion, have formed robust and collaborative working
relationships with external professionals, as well as parents and carers. This ensures
continuity for children's care and learning. This effective and collaborative approach means
children have swift and ongoing access to a range of specialist support and equipment. In
turn, this informs children's individual plans, including specific strategies to meet their
personalised needs. This supports these children to make the progress they are capable of.
Leaders proactively seek any additional funding that can be claimed for children. There are
rigorous processes in place to monitor how funds are spent to ensure they have the greatest
impact on individual children. Leaders and those with overall responsibility for inclusion work
extremely hard to ensure that children have any assessments necessary in place prior to
starting school. They initiate highly effective and well-planned school transitions to support
children and their parents.
Leadership and governance Strong standard
The leadership team are both passionate and dedicated. Together, they strive to reach the
very best outcomes for every child. Leaders demonstrate an extremely deep understanding
of the nursery's strengths. Due to their hands-on approach, they quickly identify areas for
development and work quickly to address them. Leaders work closely together creating a
positive working environment that is extremely well established. The culture of continuous
improvement is commendable, and effective due to ongoing monitoring and self-reflection.
Leaders continue to support staff to develop and embed their teaching practice. They
recognise that the high level of teaching and delivery of the curriculum they strive for, is not
yet consistently embedded. As such, they are providing mentorship, guidance and support
to raise this over time. This is already having a positive impact.
Staff show commitment to their roles and speak openly and confidently about training
opportunities. This includes specific training, research opportunities and to gain their early

Expected standard
years qualifications. Staff are highly motivated to upskill and learn new things. Staff report
that leaders are approachable and highly supportive, which complements staff's dedication
and motivation.
Leaders work collaboratively with parents and carers and a range of other professionals.
Parents are highly complimentary of the care and learning their children receive. In
particular, parents and carers report their children have flourished in self-confidence which
they attribute to the nursery. Parents of children who face barriers to their learning are
extremely grateful for the faultless communication, ongoing support and the guidance they
receive. They know they can always reach out to any member of the team.
Achievement Expected standard
Children, including those who face barriers to their learning, make secure progress from
their individual starting points across all areas of learning. Children of all ages enjoy the
ability to explore texture though a range of sensory and messy play activities. For instance,
babies explore how foam feels as they squeeze and squash foam in their hands. Older
children delve into messy play with joy. Some children enjoy learning what colours make
new colours when they are mixed, other enjoy seeing how far they can get foam to travel as
they fill their hands with foam and clap softly and then quickly, seeing which travelled the
furthest and highest.
Children have exposure to mathematics throughout the nursery. Babies hear early numbers
through familiar songs, and staff's narration of their play. Young children begin to learn
different concepts through their exploration, such as whether various vessels are full or
empty. Older children consider who is taller as they see who can stretch the tallest to reach
the ceiling. These opportunities support children to continually build on their own knowledge
and skills in preparation for their next stage of learning.
All children develop their core muscles as they learn to navigate the environment,
manoeuvre their whole bodies, climb and balance. Children independently turn pages in
books, use their imaginations to construct using small parts. They learn to use scissors as
they carefully cut the stems from freshly cut flowers. This increases their small muscle
strength as they develop their hand-eye coordination skills and dexterity. As a result,
children develop secure physical skills.
Curriculum and teaching Expected standard
The leadership team demonstrates an accurate and reflective view of the quality of their
curriculum and teaching practice. It actively spends time in rooms and has a robust
oversight of children's ongoing progress. This enables leaders to identify and prioritise areas
for improvements swiftly and accurately. For instance, leaders continually reflect on the
abilities of their staff team. They recognise those staff with less experience need tailored
support and mentorship as they grow and develop their understanding of child development

and in turn the delivery of the curriculum. Leaders, alongside experienced staff, guide and
coach those who are still learning which supports and enhances their own personal
effectiveness overtime. Although generally, the teaching practice and delivery of the
curriculum is of very high quality and in place, leaders recognise that teaching practice is not
yet consistently embedded to the high standards they strive for. This means that sometimes,
children do not always fully benefit from the depth and quality of fully embedded, consistent
teaching from all staff.
The curriculum is carefully designed to support all children's development. It is broad,
ambitious and supports children's learning across all seven areas of learning and
development. Staff monitor children's progress through effective assessment processes.
Staff assess what children already know and can do before planning appropriate next steps.
This ensures that all children are well supported to continually build on their existing skills.
Children's communication and language skills are a high priority. The environment is rich
with opportunities to support children's developing communication. Babies hear simple and
clearly spoken words. They practice modelled words, such as 'squeeze' and 'soft', and
delight in song times. Older children learn new words, such as 'reverse', in context as staff
explain what this word means. They develop conversational skills as they engage in
purposeful back-and-forth discussions. Those children who are receiving additional help to
develop their communication skills receive carefully considered and bespoke support. As
such, all children have opportunities to broaden their growing vocabulary and
communication skills.
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
All children thrive at this nursery. Children of all ages arrive keen to start their day. Staff
diligently check-in with parents and carers for anything they may need to know to support
individual children's days. Babies receive comforting cuddles and support to quickly settle
into their explorations. Older children eagerly put their belongings away before seeking out
friends and delving into a range of carefully planned activities and play spaces.
Leaders and staff recognise the importance of children feeling safe and developing secure
attachments. As such, all children demonstrate genuine happiness and excitement to be at
nursery. They have a deeply embedded sense of belonging. Staff work seamlessly to get to
know children right from the start. They seek to obtain in-depth information about individual
children and their families to build trusting and supportive relationships. A carefully thought
out and highly effective key-person system enables staff to build warm and close bonds with
children. Staff tailor their care and routines to fully meet children's emotional needs.
Children's attendance is prioritised and promoted to maintain these bonds with children,
recognising they are the foundations to children's early learning experiences. Children's
wellbeing is a continual focus, which is embedded throughout the nursery.
All children benefit from a broad and ambitious curriculum that captures all areas of learning.
Staff's comprehensive knowledge of children means they know what children can do and
what they need to learn next. This supports children to make their own individual, steady
progress from their starting points. Staff skilfully plan an array of play experiences and
activities based on children's immediate curiosities, ongoing interests, as well as their
individual stage of development. As a result, children immerse themselves in activities and
relish in sensory experiences. For instance, babies inquisitively squeeze foam through their
fingertips. Older children mix play dough, foam and paint as they explore different textures
and colours they can create.

Inspector:
Natalie Moir
About this setting
Unique reference number (URN): EY359612
Address:
Ascot Way
Rustington
Littlehampton
West Sussex
BN16 3SB
Type: Childcare on non-domestic premises
Registration date: 02/11/2007
Registered person: Smith, Kirstie Louise
Children have an abundance of opportunities to be physically active indoors and outside. All
children have access to carefully considered outdoor play spaces, which give them access
to fresh air and supports their large muscle development. Children, including babies,
develop a love and desire for being physically active outdoors which supports healthy habits
in later life.
Next steps
Leaders should continue to support staff to raise the quality of teaching and the delivery of
the curriculum even further, so this is consistently embedded and of high quality.
About this inspection
The inspector spoke with leaders, staff, those with lead responsibility for safeguarding and
inclusion, children and parents and carers 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.

Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 17:15
Local authority: West Sussex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
97
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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