Shining Stars Day Nursery, Clare Road

A terrace reserved for babies, connected playrooms and space for sensory breaks give Shining Stars Day Nursery, Clare Road a clear physical character. The Halifax setting combines opportunities for energetic exploration with quieter spaces. For a parent choosing care for a younger child, that distinction matters: crawling, messy play and rest each have space in the day.

At its 24 April 2026 inspection, Ofsted judged inclusion Strong standard and achievement, behaviour and routines, welfare and wellbeing, curriculum and teaching, and leadership Expected standard; safeguarding standards were met. These are separate judgements, rather than a single overall grade. The practical strengths sit alongside specific work needed on language development, uninterrupted learning and children's independence.

The nursery caters for children aged 0 to 60 months and has 80 places in total. Full-day, morning and afternoon sessions give families different attendance patterns.

Rooms and Ages

The Baby Room combines connected spaces with a terrace used only by babies, low-level resources for exploration and a dedicated resting area. Its layout supports children who are beginning to crawl or walk, while sand, water and messy activities offer different things to touch and investigate. Outside, a busy board, ramp and slide give babies reasons to reach, pull themselves upright and move.

The Toddler Room brings together playrooms and a separate sensory room, with opportunities for construction, pretend play, early drawing and books. Toothbrushing and support with toilet training form part of its practical emphasis. These are useful everyday experiences, although the consistency of independence work needs to be read alongside the April 2026 findings below.

Preschool combines messy play, sensory space and areas for books, building and imaginative play. A tuff tray changes weekly, following children's interests or introducing skills to practise. The sensory room can also offer a quiet break, giving children an alternative to the busier activities elsewhere.

Learning and Activities

The early years foundation stage provides the framework for children's learning, development and care. Here, play gives children opportunities to practise movement, communication, early number skills and relationships.

In April 2026, activities included washing dolls and watching caterpillars develop towards becoming butterflies. Model caterpillars introduced colour and pattern matching, while toddler games included counting movements. Those examples connect early mathematics with children's play.

Language was a less consistent part of that April 2026 picture. Adults sometimes used too much speech with babies and younger children, making simple words harder to pick out; older children did not consistently encounter unfamiliar vocabulary with explanations. The improvement required is specific: language needs to match children's stage and extend it deliberately.

Outdoor and Community Life

Preschool children use the outdoor space twice daily, for at least half an hour each time, including in different weather conditions. Coats, wellies and seasonal hats are part of the clothing families are asked to supply. That makes outdoor play a planned part of attendance, rather than an occasional addition.

In April 2026, children helped a friend along a balance beam and worked together with a parachute. These activities gave cooperation a physical purpose: keeping a friend steady or coordinating movement with others.

Relationships and Communication

In April 2026, children had close relationships with their key person, and familiar adults helped babies settle. Staff responded to changes in children's mood and noticed when they were tired or hungry. Parents were involved in children's learning and described consistent communication.

These examples make the relationship with the key person more concrete. For a baby, familiarity is part of settling; for an older child, an adult who recognises a change in behaviour can adjust the day's response. They describe practice at that inspection, rather than a promise about every future experience.

Inclusion and Wellbeing

At the April 2026 inspection, Ofsted found that staff identified additional needs promptly, used individual plans and professional advice to support children with SEND, and helped them make progress through carefully supported small steps. Children joined shared activities and routines with support adapted to their needs. The detail matters more than a broad statement about inclusion: planning, review and cooperation with other professionals were the mechanisms behind it.

In April 2026, staff checked allergies and stayed close during meals, while sleep routines followed clear arrangements. The Baby Room also has cots, beds and sleep pods, with home sleeping routines used to guide rest. A space used for sleep becomes available for sensory exploration at other times.

Independence needs attention. In April 2026, adults sometimes handled children's clothing or completed other practical tasks for them, and opportunities to serve food or pour drinks were inconsistent. That reduced the chances children had to rehearse useful self-help skills. Preschool's school preparation includes managing coats, using the toilet more independently and recognising names, so consistency in these everyday routines is consequential.

Sessions and Attendance

The address is 29-31 Clare Road, Halifax, HX1 2JP. Sessions run Monday to Friday: a full day is 7.30am to 6pm, mornings are 7.30am to 1pm, and afternoons are 1pm to 6pm. Morning and afternoon bookings therefore provide alternatives to attending for the whole day.

Closures include bank holidays, the period between Christmas Eve and 1 January, and up to two training days annually. These dates matter when arranging cover around work. Enquiries can be made through the Clare Road Famly Enquiries Form or by telephone on 01422 646690.

Funding and Paid Extras

Meals are charged separately, with different charges for morning, afternoon and full-day attendance. Treat food as a separate part of the childcare budget when comparing the session patterns.

• Language development. April 2026 findings identified overly wordy communication with younger children and inconsistent vocabulary extension for older children. At a visit, ask how staff now adapt their language across the rooms.
• Independence and uninterrupted play. In April 2026, practical self-help opportunities were inconsistent, and snack routines sometimes interrupted stories. Ask how serving food, managing clothing and snack timing now fit into the day.
• The complete cost. Meals carry separate charges across the session patterns. Request a current written quotation and ask how funded attendance and non-food consumables are treated within your proposed booking.
• Outdoor clothing and closures. Preschool outdoor sessions take place in different weather conditions, while holiday and training closures require other care arrangements. Plan clothing and cover around those commitments.

This nursery suits families considering either full-day attendance or shorter morning and afternoon sessions, with babies' physical exploration and preschool sensory space among its useful practical features. The April 2026 inclusion judgement is a substantial positive for families weighing support for additional needs.

The decision also deserves attention to ordinary daily practice. Language, self-help skills and the timing of routines were the areas requiring work in April 2026. These areas shape how children learn and participate throughout the day.