Bright Eyes Childcare

What is it like to attend this early years setting?

Children are happy in the nursery and show that they feel safe and secure. The welcoming staff provide a nurturing environment, where babies settle quickly and build close bonds with their key person. Staff get to know all children well. As a result, children move confidently through the nursery when they are ready.

Staff are good role models for children, and children behave well. Babies benefit from warm interactions and smiles from staff. Staff in the toddler room calmly teach children how to begin to share and take turns. Older children consistently cooperate with each other in play and use good manners.

Throughout the nursery, staff implement a well-organised curriculum through activities that inspire and motivate children to learn. For example, babies smile with delight as they explore sensory activities. Toddlers have a wide range of activities to choose from and begin to develop their own ideas and interests. Older children build on their skills and become independent and capable learners.

Children have adapted well to the changes to drop off and collection arrangements, following the COVID-19 pandemic. They are greeted warmly by staff on arrival and are happy to join their friends in play.

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

• The dedicated management team work together extremely effectively to ensure the smooth running of the nursery. They provide good support to the staff and actively promote their positive emotional well-being. Staff are valued and share their skills and ideas to make improvements to the nursery. They attend training to enhance their knowledge and children benefit from fresh approaches to learning and new activities.
• The support for children with special educational needs and/or disabilities is very strong. The manager and special educational needs coordinator work together closely to ensure that all children's individual needs are met. They help staff and parents to develop support plans and work in good partnership with other professionals, when necessary. Additional funding is spent very effectively to make a difference for children. For example, children now enjoy a wider range of resources that inspire their imagination and encourage interaction with others. This has had a positive impact on their communication and language skills. Children speak confidently and fluently.
• Staff observe and assess children's development effectively. Children benefit from a good mix of adult-guided and child-led activities. Staff are skilled at encouraging children to join in with group activities, such as singing and sharing books. Overall, children develop good social skills and take part in group activities with enthusiasm. However, sometimes some groups are too large and this has an impact on how well some children join in and develop their learning.
• The management team closely monitors the quality of education in the nursery. They regularly observe staff's teaching and provide them with constructive feedback. Staff receive good support and coaching to help them to improve their practice. Managers and staff work as a committed team to evaluate and improve the nursery. They ask parents and children for their views on potential changes. The manager has identified the need to improve the outdoor space to extend the range of experiences for children who prefer to learn outdoors.
• Parents speak highly of the staff and feel that their children have good support for their well-being. They comment that children settle quickly and make good progress in their development. Parents particularly value the regular updates and information they receive. Staff work closely with parents to promote home learning and share activities. For example, they provide a lending library, so children can enjoy sharing books with their families and extend their learning.
• The manager and staff work hard to prepare children for their eventual move to school. They ensure children have the skills they need for moving on in their learning. Good arrangements for children to become familiar with local schools are in place. Children become ready and excited for the next steps in their education.

What the setting must and should do next

The provider should:

• consider the impact of the size of groups, so that all children are able to take part and develop their learning
• extend opportunities for children to enjoy a wide variety of activities in all areas of learning, particularly for children who prefer to learn outdoors.