Bright Beginnings

What is it like to attend this early years setting?

Children are cared for by an enthusiastic and committed staff team. Children are greeted by friendly staff when they arrive. Babies settle quickly into the arms of staff who know and mirror the care routines they receive at home. Older children enjoy the opportunities to work together with key staff and their friends. Younger children are supported to develop their interest in animals. Staff support them as they explore the pretend farmyard. They help them to name animals, use animal storybooks and sing familiar farmyard songs.

Staff take care to get to know every child well, including before they start, to ensure that they are fully included in what the nursery has to offer. Children's ideas and imaginations flourish as they explore the wide range of role-play areas and small-world activities. Children develop small-muscle skills as they pretend to change nappies and sit their dolls in high chairs. Staff encourage them to find spoons to feed the dolls. Babies are supported to develop their physical skills as they are encouraged to climb safely on a soft-play bridge. The staff patiently show children how to do things. They encourage them to persist, help them to support each other and challenge them to do more.

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

• Leaders generally design a curriculum around the interests and needs of children. Staff promote children's independence, self-care and outdoor physical skills well. However, they do not always consider what individual children need to learn next when planning activities. As a result, planned activities are pitched too high for some children. For example, staff try to teach children to write their names before they develop the coordination and strength to hold a pencil correctly and make marks with control.
• Staff create a stimulating learning environment, which ensures that children are motivated to play and explore. Toddlers enjoy familiar stories which staff revisit throughout the day and link to activities children enjoy. Older children manipulate play dough, play matching games and enjoy construction activities. Children benefit from supportive staff who show a genuine interest in their activities and support their learning well.
• Children with special educational needs and/or disabilities (SEND) are supported well. The special educational needs and disabilities coordinator (SENDCo) is very experienced. She uses her knowledge and skills to swiftly implement targeted support for children with SEND at risk of falling behind. The SENDCo makes timely referrals and works closely with outside agencies to ensure that children receive the support they need.
• Staff encourage children to become independent and to learn about healthy lifestyles. Children of all ages learn to do things for themselves. Staff teach babies to access their own drinks and begin to wipe their noses. Toddlers wash their hands independently and collect their cups before sitting for a snack. Older children help to wash up their dinner plates after lunch. Children are encouraged to help tidy away resources and dress themselves for outdoor play.
• Staff talk to children enthusiastically as they play, offering positive encouragement and praise. Toddlers learn to behave well as staff gently remind them to use 'kind hands' and role model how to be kind to their friends. Older children help each other as they climb up ladders and put on their own shoes. Babies are supported to play alongside each other cooperatively as they role play with pretend food.
• Parents welcome the information they receive about their children's care and learning. They report that staff are approachable and offer helpful advice. They compliment the staff and say that their children enjoy attending. Parents comment on the improvements made as a result of suggestions from families.
• Staff are caring and positive with the children. They are attentive to their care needs and offer affection and support when children need it. This contributes towards children developing good self-esteem and emotional security.
• Overall, staff promote children's communication and language. They provide opportunities for children to sing, listen to stories, role play and share their views. However, staff do not consistently support younger children or those who speak English as an additional language to learn first words or build on the words they already know. Staff often use very long sentences which some children struggle to understand.

What the setting must and should do next

The provider should:

• focus activities and staff interactions more precisely on supporting children's next steps in learning to enable them to build on what they already know and can do
• strengthen staff skills in supporting children's early communication and acquisition of new words.