Bright Kiddies Pre-School

What is it like to attend this early years setting?

The friendly and caring staff team create an intimate, family atmosphere, which helps children to settle quickly. During the COVID-19 (coronavirus) pandemic lockdown, staff gave parents activities to do at home to support their children's learning. For example, they provided instructions about how to make play dough, suggestions about books to read with their children and sensory play ideas. The staff use a range of successful strategies to support children who speak languages other than English at home. For example, children have access to a range of bilingual books and resources are labelled in their home language. Parents comment how their children's English has improved. The children develop a range of vocabulary. They enthusiastically sing a 'hello' song to each other and sing a response. This helps to promote a sense of belonging. Staff track children's development successfully to enable any gaps to be identified and addressed. Children make good progress. Parents comment that their children's behaviour, self-help and social skills have greatly improved. The staff seek to understand what wider experiences of the world children arrive with. This informs the curriculum planning to enhance children's experience and opportunities, so they are not disadvantaged. Children behave very well considering their age. Staff use positive strategies to remind children of the rules. For example, through 'Jimmy', a soft toy that sits on the shelf. Children are keen to learn and enjoy being given responsibility for tasks. For example, they proudly wear the helper label to help with snack time and kindly bring in their friend's shoes. Staff support the children to be respectful, to be kind and to learn about people in their community.

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

• The provider shows passion and vision and has made improvements since the last inspection, such as developing the outdoor area and making it safe. This has enabled children to go outside often, where there are good opportunities for them to practise their balancing skills on the stilts, and develop muscle control with the hoops and skipping ropes. The provider has improved her self-evaluation process. She has recently identified new ways to promote children's expressive language, in partnership with the parents.
• The manager has regular meetings with staff as part of their supervision. This provides opportunities to support them in developing good teaching skills. Staff benefit from training to help develop their knowledge and keep them updated. For instance, they have recently had training from a consultant about the early years foundation stage reforms and safeguarding.
• The staff work well together and are good role models. They are well organised and promote a caring and friendly atmosphere. They manage behaviour sensitively, and praise and encourage positive interactions. Staff know children well and build strong relationships with them. The routine and activities offered help children to follow instructions, be patient and take turns. This supports children to play harmoniously together and gives them skills they will need for school.
• Staff make regular observations of children as they play and closely monitor the progress they make. They create a varied plan of activities based on what they want children to learn. Children are motivated and eager to take part in the activities on offer, which reinforce their learning. For example, children excitedly put their hand in the covered box to take out a food object. Children describe what they find and know it is healthy to eat because of previous learning.
• Older children are able to engage in discussions and articulate their ideas with good levels of confidence. However, in their eagerness for children to learn, staff, occasionally, do not give children enough time to respond, to enable longer discussions to take place. Staff effectively support younger children in developing their confidence, such as during circle time. Children have access to a variety of media to support their expressive arts and design skills. However, sometimes, at the art and crafts table, the resources are not freely available for children to experiment with independently.
• Partnerships with parents are good. Parents speak highly of their child's key person and comment that the staff are the best thing about the setting. They receive regular updates and formal reports about their children's progress. Parents understand what the focus of their child's learning is. They comment that staff give them work to do with their children to promote listening skills and their mathematical development. They report their children are gaining in confidence and independence.

What the setting must and should do next

The provider should:

• allow children more thinking space and time to finish their responses when being questioned or engaging in conversation with staff
• consider how to organise the resources during creative activities to further build on children's independence, problem-solving and design skills.