Bright Beginners Nursery Ltd

What is it like to attend this early years setting?

Children are happy and settled at this nurturing setting. Staff develop strong relationships with the children and their families. They warmly welcome children as they arrive. They sit and talk gently with children until they feel ready to join in. Staff are responsive to children's individual needs. They help children to express their thoughts and feelings. Staff understand when children need time, space or support. As a result, children are respectful, kind and ready to learn.

Staff know children well. They work with parents and other professionals to understand what children know and can do. They plan exciting and challenging activities. This means that children spend a lot of time immersed in their play. Staff provide targeted support for children with special educational needs. As a result, all children make good progress in their learning.

Leaders have a good understanding of the community they serve. They adapt the curriculum to ensure all children have the experiences they need to have the best start in life. For example, they recognise that many children have limited access to outdoor play. Accordingly, they prioritise outdoor experiences so that children learn about the world around them and make good progress in their physical skills.

What does the early years setting do well and what does it need to do better?

• Leaders have a clear ambition for what they want children to learn from their time at the setting. They find out about children's diverse backgrounds and adapt educational programmes to help fill any gaps in their experiences. Staff use their knowledge of children's current development to support their learning as they play. As a result, children are ready for the next stage of their education.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff work closely with parents and other professionals. This means that teaching is targeted to meet individual children's next steps in learning. Additional funding is used effectively to support children's individual learning and care needs. Consequently, all children make good progress in all areas of learning.
• Staff's interactions with children are of high quality. They read and sing with children in a way that ignites a love of stories and rhyme. Children sing during their play. Staff repeat what children say, demonstrating the correct pronunciation. They introduce new words and ideas as they explore the world around them. For example, they talk about the ice being 'slippery' and turning to water as it 'melts'. Children make good progress in their communication and language skills.
• Staff have consistently high expectations of children's behaviour. They remind children of the rules, such as 'good listening' and 'good sitting'. They sensitively support children to manage conflicts with their friends. Children remind each other to use 'kind hands'. Staff skilfully recognise when children need support. They step in and help children to manage their emotions. This creates a calm and respectful environment.
• Staff support children's independence. They encourage children to put on and take off their coats, hats and shoes. At mealtimes, children scoop food on to their plates. They feed themselves using cutlery. Staff help children to pour their own water by saying 'one, two, three, stop'. This helps children to recognise when their cup is full.
• Staff teach children about keeping themselves healthy. They know there are high rates of tooth decay in the area. They support families to register with a dentist. Children brush their teeth at the setting. Staff talk to them about why this is important and how to do it well.
• The meals the setting provides are generally healthy and nutritious. However, they do not always contain all four food groups each day.
• Leaders work closely with staff. They regularly tell staff what they are doing well and how they can improve. Leaders provide training on aspects of practice that will benefit children the most, such as communication and language training. Consequently, staff provide good quality teaching that continually improves.

What the setting must and should do next

The provider should:

• further develop the meals provided so that children are consistently offered each of the four food groups.