Bright Beginnings

What is it like to attend this early years setting?

Children are very confident, happy and content within the setting. They interact with familiar staff, who have been in post for long periods of time. Children receive a caring and compassionate approach to their care. They show kindness and care towards others, the staff and their peers. Children who are new to the setting receive reassurance, time to settle, individual attention and plenty of cuddles. This helps to highly promote their ongoing emotional well-being and welfare.

Children thoroughly enjoy exploring the outside world. They play in a very well-resourced outside play area, that provides challenges and stimulates children's imagination and discovery. Children express themselves through movement and use of space. For example, toddlers squeal with delight at the wind blowing in their hair and the effect it has on the car-washing role play equipment.

Children show a great interest towards others, be it staff, their peers or visitors. They show high levels of compassion towards others when they are hurt or upset. They are very aware of their surroundings, taking care of resources and responsibility towards tidying up and following instructions for their safety. They know the difference between right and wrong and confidently inform staff of unacceptable behaviour. Staff are very positive role models for children, working collaboratively to provide highly consistent approaches to children's care.

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

• Staff know children extremely well throughout the setting. They know what children can do and what they want them to learn next. Children make independent choices and lead their own play successfully. Staff provide challenges and stimulating experiences for all children linked to their individual stages of development. Children question why things work or do not work. For example, they explore drain pipes and guttering to see what fits down it and what they need to do if it gets stuck. They develop critical thinking, learn about mathematical concepts and talk the problems through together.
• Children's communication and language are supported extremely well. Staff listen intently to children's conversations and use effective questions to help children to think for themselves. Children express themselves through words, gestures and expressions. Young children join in repetitive songs and stories to help develop vocal patterns and confidence to develop their speech. Older children use complex sentences and questioning in their play. They extend their vocabulary frequently by listening to staff's effective speech.
• Children with special educational needs and/or disabilities (SEND) have very high levels of recognition and support. Staff provide a very positive environment to help children make progress in all their areas of development. Highly qualified and experienced staff work prolifically with a wealth of other professionals to introduce individual progress plans. Children's achievements are highly celebrated, however small.
• The management and leadership team are proactive in their approach. For example, they highlighted a need for a SEND room to provide for children with complex and ongoing development and care needs. They successfully adapt the provision and activities to provide an inclusive service to meet the needs of local families.
• Staff are constantly developing their practice through a range of training courses, professional development and discussions within the setting. They are eager to extend their knowledge and skills. However, some staff lack confidence and direct leadership to accept change and recognise their strengths, to enable new practice to be successfully implemented into everyday practices, for example staff's confidence to use their knowledge of how to support children's ongoing development.
• Children have a very clear understanding about healthy lifestyles. They know the importance of drinking water to keep their bodies healthy and food that makes them grow. Children take pride in achieving independent toileting skills and washing their hands. They understand the importance of exercise, testing their abilities with movement and the use of fixed and movable equipment.
• Partnerships with parents are very positive. Parents talk about the personal touch, with staff who are knowledgeable and caring. They feel part of a family, gaining high levels of support to promote children's learning at home. Parents share their children's experiences from home. Staff use this well to enrich children's experiences and their understanding of their own lives and the community in which they live. Children enthusiastically talk about new homes, a new baby or holidays and share these experiences with their friends.

What the setting must and should do next

The provider should:

• develop staff's confidence and skills to accept change and to enable new practice to be successfully implemented to consistently support children's ongoing needs.