Bright Kidz Day Nursery

What is it like to attend this early years setting?

Leaders have taken effective action since the last inspection. Any unsafe items have been disposed of and replaced. Risk assessment is now effective. All areas of the nursery are safe, clean and free from hazards. Staff follow strict checks before children access the on-site soft-play area. They teach children the rules they must follow when moving out of the nursery. For example, children must wear high-visibility jackets, they form a train to move together and staff teach them not to talk to unknown adults. Staff complete head counts as they move around so that all children are safely accounted for.

Leaders are keen for children to have the best start in life. They understand the diverse community they serve. Staff know the children very well. They gather valuable information about children before they start. This gives staff in-depth knowledge of children's home lives and previous experiences. They use this knowledge to forge early relationships and build trusting bonds. This supports children to feel comfortable to share information, which also helps to keep them safe. Staff join in with games and are good role models. They ignite children's curiosity with interesting activities and experiences. As a result, children show a positive attitude towards learning and make steady progress from their various starting points.

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

• Leadership is strong. Leaders prioritise the ongoing professional development and upskilling of their team. Staff complete regular training. Leaders regularly monitor staff practice through peer observations and supervision. They provide constructive feedback. Leaders are committed to improving the quality of care and education they provide to children.
• Staff feel well supported in their roles and there is a feeling of mutual respect. They work well as a team. Leaders are in tune with the needs of their staff and their well-being is a priority. This builds a confident and happy staff team.
• Although staff start off by encouraging children to complete tasks for themselves, they are quick to step in and complete them on the children's behalf. For example, they help children to put on the their own shoes, undo their coat zips or wipe their hands and noses. This does not encourage resilience or a 'can-do' attitude to persevere with tricky tasks. This means children do not practise these vital skills themselves.
• There are times when staff guide children away from learning. Children can be engrossed in an activity and staff move them onto something else. For example, during painting, they must follow structured templates, or they are guided away from jigsaws to have a nappy change. This means children cannot always follow their own ideas and express their creativity.
• Staff understand the importance of talking to children to help develop their communication and language skills. Staff leave time for two-way conversation. They ask open-ended question and narrate as children play. This supports all children, including those with English as an additional language, to develop confidence to talk and use new vocabulary.
• Support for children with special educational needs and/or disabilities (SEND) is effective. Staff know the children and their needs very well. Children have specific targets that are shared with key persons and parents. Staff work closely with other professionals to get the early and ongoing support that children might need.
• Health and hygiene are now given high priority. All children enjoy daily outdoor play and fresh air. They have access to fresh drinking water throughout the day. They learn and play in a safe and clean environment. Children enjoy balanced and nutritious meals and snacks. They practise a variety of physical activities in the soft play area and through yoga and games. This supports the overall good health and well-being of children.
• Parents speak positively of the staff and the support they receive. All parents know who their child's key person is, and what they are working towards next. They say communication is a key strength. They attribute their children's progress to their time in the nursery. They say their children love to attend.

What the setting must and should do next

The provider should:

• support children's independence even further, so that children learn to persevere with tricky tasks themselves
• allow children further opportunities to follow their ideas and use their creativity to guide their own learning.