Bright Beginnings Private Day Nursery Limited Company

What is it like to attend this early years setting?

Children show a real sense of belonging, behave well and feel safe in this nurturing environment. They quickly settle into their chosen activities and thoroughly enjoy their play. Those children who are new are given the attention they need to help them settle. Pre-school children are inspired by the story of the three little pigs. This leads to them using adhesive tape and a variety of materials to create their own structures. They are confident speakers and easily recall which materials are the strongest to build a house. Others show sustained levels of interest and solve problems as they use pretend house bricks, foam and tools to create walls and towers.

Staff are creative in their approach. For example, toddlers are intrigued by the pretend cobra snake and are eager to look for the baby snakes hanging around the room. Activities are used skilfully to support children's communication and language development. Later, these children increase their physical skills as they jump over a decorated rope, which simulates a snake. Visual props are used extremely well to capture children's interest. For example, babies eagerly look in the song bag, take out an item, and sing and rock during the singing session.

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

• The prime focus is using children's assessment information and incorporating their interests and popular books into the daily planning to inspire them to learn. In addition, staff use the natural environment and the changing seasons to provide a challenging curriculum, which quickly captures children's curiosity. Staff skilfully plan and sequence activities to build on what children know and can do, to help them progress.
• The registered individual, who is also the manager, provides good support and coaching to the acting manager during this period of transition. All new staff, including the management team, benefit from a detailed induction process to ensure that they are clear about their roles and responsibilities. They also benefit from effective staff supervision, coaching and training to develop their knowledge to enhance children's care and education.
• Staff establish successful relationships with parents and this ensures a strong sharing of information to help support children's learning. Parents are very complimentary about the electronic application that is used to share information about their children's development and care. They find the information uploaded by staff useful in supporting their children's learning at home. They report that staff are kind, genuinely caring, and know their children very well. They are impressed by the progress their children make, particularly in their language and social skills.
• There are strong systems in place to work with other professionals to support children with special educational needs and/or disabilities (SEND). Any additional funding is used for extra staff to ensure children's individual needs are met. Staff adapt activities to help children with SEND join in and use a good range of strategies to increase their communication skills.
• Staff place a sharp focus on preparing children for school and many of the girls excel in their literacy and mathematical development. Staff provide a varied range of literacy and mathematical activities for children to enjoy indoors and outdoors. However, boys are often not as motivated as the girls by the writing and mathematical activities, and their attainment is not as high.
• The programme for understanding the world is strong in relation to offering children a rich range of meaningful experiences to learn about the natural world. For example, the forest-school sessions are used to help children learn about the changing seasons and about animals and their habitats. Staff encourage children to talk about their families and experiences at home. However, staff do not create enough opportunities for children to learn about communities beyond their own experience.
• Supporting children's health and emotional well-being is a high priority. Children are encouraged to talk about their emotions and feelings. Children benefit from nutritious meals and staff teach children about the importance of healthy eating, good oral hygiene and exercise.

What the setting must and should do next

The provider should:

• provide increased opportunities for children to learn about communities beyond their own experience to increase their knowledge of diversity
• support staff to gain a deeper understanding of how to provide appealing writing and mathematical activities for boys to help raise their attainment even further.