Bright Beginnings Pre School Petts Wood

What is it like to attend this early years setting?

Staff plan opportunities for children to spend extended periods of time outside in the fresh air. They encourage children to explore the natural environment in all weathers. Staff teach children to plant seeds and observe hatching butterflies. Children learn how to care for creatures and plants as they explore lifecycles. They are excited to learn about the world around them and share their knowledge with others.

Staff teach children ambitious new skills and knowledge. For example, children learn about the caterpillar's cocoon as they estimate how many legs he has. Across the pre-school, children have challenging opportunities to develop their physical strength. They use tweezers to grab bugs. They explore water by squeezing pipettes. Staff model to children how to use these tools and give children time to practise. Children develop confidence as they try increasingly tricky activities. They have positive attitudes to learning.

Staff have strong relationships with children. They use their knowledge of children's interests to encourage them to develop their own talents. Children feel valued and happy. Their warm relationships with staff help them to feel safe as they explore.

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

• The manager has a clear vision for a flexible curriculum that supports children's interests. She aims to create a warm and stimulating environment for all children. Staff consistently share this vision. They support children by promoting their interests and encouraging them to share what they know and can do. Children have high levels of self-esteem. They are well prepared for the next stage of their education.
• Staff use assessment effectively to identify gaps in children's learning. Where children have special educational needs and/or disabilities staff support them well. Staff work effectively with experts to access additional help where required so that children reach their developmental milestones.
• Staff plan focussed activities that enable children to persevere and try hard. Staff consistently support children to extend learning. Children develop skills and knowledge and deepen their understanding. However, staff do not always consistently promote challenge in self selected activities. On occasion, older children are not encouraged to choose from the most challenging resources. Older children are not always able to develop focus and concentration in play at the highest levels.
• The manager has a strong oversight of the rules and expectations in the preschool. All staff understand how to promote positive behaviour. Staff teach children to listen to each other and take turns. Children are respectful of each other; they are sensitive to the needs of others. Across the pre-school children behave well.
• Staff support children to develop listening skills. They encourage children to hear and understand ambitious new vocabulary. Overall, children learn new language and use it in their play. However, on occasion staff do not always challenge children who lack confidence in speaking. For example, they do not always encourage children to repeat new language or respond to questions. On occasion, some children do not develop fluency at the highest levels.
• Care practices are effective. Staff teach children to wash their hands and explain about germs. Children learn that keeping themselves clean helps them to stay safe. Staff encourage children to do things for themselves. They support children to have a go themselves before asking for help. Children develop high levels of independence.
• Parents are happy with the care that children receive. They say that regular updates from staff help them to understand what children are learning. Parents report that the information they receive helps them to extend learning at home. They say that the staff are approachable and that they are able to talk to them about any additional support they need.
• The manager carries out supervisions of staff. She uses these to strengthen staff knowledge and understanding of their roles and responsibilities. There is a consistently strong understanding of shared practice. Staff are confident in their roles and report high levels of wellbeing.

What the setting must and should do next

The provider should:

• further develop the planning of self selected activities to help all children to consistently focus and concentrate at the highest levels
• build on good practise to support all children to develop speaking fluency at the highest levels.