Bright Sparks Child Care Centre

What is it like to attend this early years setting?

Staff plan a well-sequenced curriculum that nurtures children's confidence and curiosity. They offer exciting activities and resources to promote all areas of learning effectively. Staff help children understand and express their emotions. Children show kindness and share with friends. For instance, staff encourage the children to work as a team when assembling magnetic tiles together to form a ball. There is great delight as the children successfully complete their task and roll the ball to each other. They demonstrate their resilience as they rebuild the ball several times after it falls apart due to their enthusiastic play. The children are learning how to cooperate with friends as they engage in social activities.

The children are familiar with daily routines and feel safe as they interact with both staff and peers. The staff have a strong emphasis on supporting children to develop their communication and language skills. For example, staff skilfully use sign language as they interact with the children throughout the day. They provide quality interactions for all children, including those with special educational needs and/or disabilities (SEND) and children who speak English as an additional language.

Staff provide children with a wealth of opportunities to take managed risks in their play and build muscle strength. For instance, staff regularly take the children on outings to the beach and forest school to play outdoors and explore nature.

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

• The staff have an extensive knowledge of the children's interests and next steps in learning. They use this information to help them plan a focused curriculum. For instance, children are keen to explore the outdoor kitchen. They become 'baristas' and mix a variety of natural ingredients together to create a very frothy 'hot chocolate'. The staff make effective use of activities to engage children in conversations, such as encouraging them to talk about what they are making. The children excitedly engage in role play as they learn to share and take turns with their peers.
• Children participate in a variety of activities, both adult-led and child-initiated. Staff have a clear intent for children's learning. They provide them with a diverse range of resources to support their learning. For instance, the children excitedly wear their explorer backpacks as they go on a bug hunt. They carefully place the bugs they find into a magnifying pot. Staff help the children to identify them using picture cards and remind them to return the bugs to their original locations. However, the planning and organisation of some group activities does not always focus on the intended learning outcome. As a result, children do not always make the progress they are capable of.
• The provider has established highly effective settling-in procedures that focus on the children's well-being. For instance, the settling-in sessions are tailored to meet the individual needs of each child and their family. This attention to detail is replicated in the support children receive in preparation for school. For example, during registration, the children practise their listening skills as they sit with their peers and enjoy selecting which song to sing next. Staff help children to gain a positive attitude to learning as they prepare them for the next stage in their lives.
• The provider has high expectations for all children. Staff who support children with SEND and children who speak English as an additional language have a very strong understanding of their role. They have made good use of additional funding to support children's learning. For example, the provider has purchased extra resources to support children's problem-solving skills, and staff attend focused training. This helps to ensure that children's needs are met and any gaps in their learning are closed as quickly as possible.
• Staff have formed very effective partnerships with parents. They ensure there is a good two-way flow of information. For instance, staff talk with parents at drop-off and collection times and share information through children's online learning records. Staff also make excellent use of information and photos provided by parents, which helps spark conversations with the children. Parents comment that they are very pleased with the support they receive from the staff at the setting.
• The provider recognises the importance of having trained staff to ensure they provide high-quality care and learning opportunities for all children. Staff have regular training opportunities. For instance, some staff are training to become maths champions to boost children's mathematical skills. There is a strong focus on staff well-being, and staff state that they feel supported in their roles.

What the setting must and should do next

The provider should:

• strengthen the planning and organisation of group activities to ensure they have a clear impact on children's learning.