Bright Futures Early Learning - Bacup Centre

What is it like to attend this early years setting?

Leaders and managers at this nursery are passionate, experienced and committed. They value the importance of staff's well-being, which in turn provides a positive environment for children to flourish. Children climb into staff's arms to read stories and seek staff for comfort. Younger children explore floor toys and show delight as they open and close cupboard doors on role-play furniture. Staff comfort children and settle them to sleep as they become tired. Children and staff have excellent relationships. Children are confident to explore the environments and eager to join in and learn through the exciting experiences staff provide.

Literacy is a core focus of the curriculum. A wealth of books are available and learning experiences often follow the current story. Staff read dual-language books to children, which reflect children's home languages. Communication is supported as staff and children use sign language as part of everyday practice. This also contributes to children's developing awareness of similarities and differences between themselves and others. The nursery's special educational needs coordinator (SENCo) is committed to developing better outcomes for children. All staff are aware of the importance of early intervention and working with other professionals. As a result, children with special educational needs and/or disabilities (SEND) make good progress.

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

• Leaders and managers have devised a curriculum that is child focused and develops from the children's individual interests. For example, children are learning about growth following on from their interest in 'Jack and the Beanstalk'. Staff provide experiences, such as planting a bean, to support children's learning. However, they do not always consider what they want the children to learn next before carrying out the activity. This limits children's learning opportunities.
• Communication and language are at the heart of this nursery. Children are confident to explore books and repeat familiar words and phrases. They wait excitedly for parts of the book they can join in with, such as 'stomping' their feet. Children who have been referred to speech and language services make excellent progress in their communication and language development. This is because staff consistently implement strategies and interventions from other professionals.
• Children's self-esteem is well supported as they learn new skills. For example, staff praise children as they cut cucumbers for an activity. Children display a 'can-do' attitude as they serve their own lunch and wash and dry their hands with little support. As a result, children's independence skills are developing.
• Staff's well-being is given high priority by leaders. The nursery has a mental health first aider who is available to support staff if needed. Leaders involve staff in the development of the rotas. This helps staff to manage their work-life balance. Staff feel valued. This ensures they can support children's emotional well-being.
• Leaders spend time observing staff's practice in the nursery rooms. They provide feedback and discuss key strengths and areas for improvement. However, leaders and managers do not always monitor how staff implement the curriculum beyond the activities they provide. As a result, the intended learning for children is not always consistently met.
• Staff are consistent in the messages they give to the children about their expected behaviour. They remind children about 'good listening' as they sit for focused group times. Older children have their 'pre-school promises'. They know to be 'kind to the ladies and our friends' and to look after their toys. Children's behaviour is good.
• Parents speak extremely highly of the nursery and the team. They say, 'Staff genuinely and truly care about the children.' Staff share children's next steps for parents to support learning at home. Furthermore, they are proud of the children's achievements and are excited to share these when parents collect their children. Partnership with parents is strong.
• Leaders failed to notify Ofsted about a change in the manager of the setting. They also failed to inform Ofsted that there was a recent change to the directors of the company. Although this is a breach of the requirements of the 'Statutory framework for the early years foundation stage', there is no impact on the children or the running of the nursery. The provider made the necessary notifications on the day of the inspection.

What the setting must and should do next

The provider should:

• help staff to build further on what children know and can do and support children to develop the skills they need to learn next
• support staff to implement the curriculum at all times and not let planned activities get in the way of the intended learning.