Bright Futures (2003) Ltd

What is it like to attend this early years setting?

Children of all ages have built strong bonds with their key person. They are given care and attention as they arrive at nursery and are supported to settle quickly. Babies enjoy loving cuddles and positive interactions with the staff. They initiate games as they hide their faces and giggle as the staff say 'boo'. Children are keen to share their achievements with staff and receive an abundance of praise. Children feel safe and secure.

Children develop a sense of awe and wonder of the world around them. Babies gaze at their reflection in mirrors and shake instruments to explore the sounds that they make. Older children jump up and down in excitement as they express their joy at seeing a large cement mixer drive past. They talk about where they would like to build a house for a worm using the sticks that they have collected. Children are developing positive attitudes to learning.

Children access a wide range of experiences which help to broaden their knowledge and skills. Children enthusiastically join in with activities provided by a dance teacher and talk about the regular outings they go on to the woods. Children of all ages confidently explore the resources that are available and use these to extend their play ideas. All children are making good progress in their learning and development.

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

• Leaders provide staff with supervision, training and feedback that supports them to improve the quality of their practice. They focus professional development opportunities to target identified areas of development. This helps to ensure that the overall quality of education continually improves over time.
• Leaders have recently put in place a new curriculum. This focuses on gathering information about children's interests and using this to plan purposeful learning experiences. Staff have received training and support in this new approach to their practice. However, at times, staff do not use what they know about children's interests and next steps in their teaching. This means that there are minor inconsistencies in the implementation of leaders' intended curriculum.
• Staff immerse children in early literacy experiences. They use many opportunities throughout the day to engage children in storytelling. For example, staff read aloud to toddlers as their lunch is being served, and older children act out familiar stories. Children's communication, language and literacy skills are prioritised and supported well.
• Children's mathematical development is promoted. Staff use their interactions with children to introduce a range of mathematical vocabulary in relation to size, shape and quantity. Children demonstrate that they understand these concepts as they use the vocabulary in their play. Children confidently count the 'tall' sticks they have found and identify who has collected the most. Children are making good progress in their mathematical skills.
• Staff promote equality and celebrate the uniqueness of the children and families who attend. They take time to talk to children about events and celebrations that they have experienced at home. Older children share with staff their excitement about an upcoming holiday. Babies smile as staff talk about a recent religious celebration that they enjoyed. Parents describe the nursery as being 'inclusive and loving'. Children are beginning to understand and appreciate the diverse world in which they live.
• Staff support children to develop their physical skills and to take appropriate risks in their play. Babies quickly gain confidence in learning to stand and walk. They benefit from indoor and outdoor areas that specifically target their age and stage of physical development. Older children skilfully run down hills and balance and climb outside. Children are developing their confidence and physical skills.
• Leaders have put in place a range of procedures to support the smooth running of the nursery and to meet the needs of all children. Overall, staff understand these procedures and ensure that they are embedded in their practice. However, at times, staff are not always confident to implement these procedures consistently. For example, occasionally, staff do not ensure that the nursery's thorough handwashing procedures have been followed by all children.

What the setting must and should do next

The provider should:

• embed the implementation of the curriculum so that children make the highest levels of progress
• further develop staff's confidence in implementing the nursery's procedures consistently.