Bright Origin Nursery Preschool

What is it like to attend this early years setting?

Staff are committed to delivering high-quality care and education. They know children well. Staff plan a rich and stimulating curriculum that reflects children's individual needs and interests. This helps all children to make good progress. Children arrive confidently and self-register with enthusiasm. They settle quickly, engaging in activities they choose independently. Staff encourage children to try things for themselves, such as modelling how to brush teeth using a large toothbrush and model teeth. This supports children's independence and self-care skills. Staff build warm and respectful relationships with children. They create a safe and nurturing environment. As a result, children's behaviour is positive and they feel secure in staff's care. Staff support children's emotional development through stories, puppets and discussions about their feelings.

Children learn how to keep themselves safe. For example, before going outside, staff remind them to hold the handrail on the stairs. When out on local walks, staff reinforce road safety, teaching children to stop at the red man, look both ways and cross only when the green man appears. Staff play alongside children and ask questions to check their understanding. Overall, most children respond with enthusiasm, showing confidence, curiosity and engagement in their learning.

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

• Overall, managers support staff to plan a curriculum that builds on children's existing knowledge. Staff have received training to understand how to sequence key skills, such as those needed for early writing. Since the last inspection, leaders have strengthened staff's planning of outdoor mark-making activities. This now supports children who prefer to learn outside to develop their early writing skills effectively.
• Staff support children to develop independence in managing their personal needs effectively. They give clear guidance and encouragement as children learn to use the toilet, showing toddlers how to flush after use. Staff also teach and reinforce hygiene routines, such as washing hands at key times. This helps children to build healthy habits.
• Staff use mealtimes to teach children about health and self-care. They discuss food groups and model healthy choices. As a result, children develop a strong understanding of how to stay healthy and make good choices.
• Staff provide opportunities for children to develop the small muscles in their hands through activities, such as mark making using chalk and pouring water. Overall, children show confidence using wheeled toys and climbing equipment. However, children have limited access to opportunities that extend their gross motor skills. This impacts on their development in building strength, balance and resilience further.
• There is a strong focus on developing children's communication and language skills. Staff consistently introduce new vocabulary and engage children in meaningful conversations throughout the day. However, during group activities, such as circle time, staff do not ensure that quieter or less-confident children have the same opportunities to contribute. On occasion, their voices are overshadowed by more confident peers, which limits their ability to fully participate and express their ideas.
• Parents and carers speak highly of the warm and nurturing environment and the attentive care that staff provide. They value being well informed about the setting's ethos, policies and procedures. The use of an online app to support ongoing communication strengthens the partnership between home and the setting. This has a positive impact on children's continuity of care and well-being.
• Managers and staff plan outings to local amenities, such as supermarkets, parks, libraries, farms and museums. They use these experiences to develop children's social skills, understanding of the world and connection to their local community. Staff link these trips to current children's learning. This enrichs children's experiences and deepens their engagement and knowledge.
• Staff routinely observe and assess children's development to inform their planning and ensure that children make meaningful progress. Managers and staff work closely with parents and external agencies to provide tailored support to children with special educational needs and/or disabilities. This collaborative approach ensures children's individual needs are met effectively.
• Staff report feeling well supported and valued by managers, who actively consider staff's views when evaluating the provision. This fosters a positive team culture, boosts staff morale and ensures continuous improvement, ultimately enhancing outcomes for all children.

What the setting must and should do next

The provider should:

• strengthen the planning for children's physical development outdoors, to help them explore varied movements and build on their skills further
• review group activities to ensure that quieter and less-confident children are heard and engage fully.