Bright Kids Crabbs Cross

What is it like to attend this early years setting?

Staff know children well and form caring, nurturing relationships with them. This helps to make sure that children are happy and relaxed in this warm, welcoming nursery. Leaders and staff have prioritised opportunities for children to recognise and begin to regulate their own feelings. They have introduced cosy areas with visual prompts in all rooms for children to use. For example, younger children point to picture symbols of some key emotions, such as happiness and sadness, in their cosy corner. Older children take themselves to the special little nook where they can relax and self-regulate. Children enjoy a rich learning environment and have plenty of time to lead their own play. They choose from an extensive range of resources, which they use imaginatively in their play. Natural and real resources are interesting and enticing. Spaces such as the creative area are organised well and are very accessible. As a result, children's creativity and choice are nurtured. Staff take time to plan and set out inviting activities and enhance the provision while taking into consideration children's next steps.

Children make choices about what they would like to do because staff take every opportunity to encourage independence. For example, toddlers pour their own water from a water dispenser into small water glasses. Staff support them to successfully scoop food onto their ceramic plates at lunchtime. They attempt to cut their food with appropriate utensils, which also supports their small-muscle skills well. Older children confidently serve themselves at mealtimes. Mathematical development is encouraged as they talk about quantities. For example, they help to hand out the correct number of plates to their friends and count spoons full of food onto their plates.

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

• Leaders are passionate about improving practice and standards in this nursery. They have worked hard coaching the staff team and improving the environment for learning. They have reflected positively on the actions raised at the last inspection. As a result, they have made significant and rapid progress. Self-reflection and ongoing action planning are used well. Leaders know what they need to do next to move forward.
• There is a clear and ambitious vision for the children attending this nursery. Leaders have reviewed the curriculum so that it now offers clear progression for all children. They have developed staff's understanding of how to implement these intentions in daily activities and routines. As a result, staff know and understand what they want children to learn in this nursery. However, staff do not consistently use a wide enough range of teaching skills in their interactions with children to challenge them fully.
• Staff's well-being is given high priority. Managers use a range of methods effectively to support their staff. For example, they complete supervision sessions with staff to discuss their well-being and any concerns. Activities such as coffee and cake days are organised, and initiatives such as 'team talk' themes are implemented. A mental health and well-being first-aider runs regular clinics, and staff know there is an open-door policy. As a result, staff morale is high, and they say they enjoy coming to work.
• Staff's good knowledge of how children learn and develop helps them to assess progress accurately. They know children well, quickly picking up on their likes and interests. They use this knowledge to highlight realistic next steps for children's ongoing development. For example, an interest in cars has evolved into learning about the local community using a road map drawn by staff and children. Those with special educational needs and/or disabilities are fully included and given the help they need. This involves targeted plans and close partnership working with parents and other professionals.
• Children confidently hold conversations with staff and their peers and ask questions as they play. Staff help those with English as an additional language integrate into the nursery. Furthermore, staff have produced specific resources so that they know key words in the child's language and can use them in daily routines and activities. However, not all staff consistently use a broad range of words or introduce new words enough during play to fully extend children's vocabulary.
• Parents are very happy with the nursery. They say their children are happy, settled and making good progress. They appreciate being able to come into the nursery to drop off and collect children, as this helps with communication. The use of the online communication tool helps them stay informed about their child's development. In addition, daily discussions with staff mean that they know what their children are doing on a daily basis.
• Staff help children make decisions about what they want to do and have a voice in their nursery. They do this in a variety of ways. For example, the routine and environment support child-led play and free choice. Furthermore, children have regular opportunities to talk with staff and leaders about what they think about the nursery when they take part in nursery council meetings.

What the setting must and should do next

The provider should:

• build on staff's teaching skills even more so that they consistently question and challenge children and so that children hear a wider range of vocabulary and new words.