Bright Sparks Children's Centre LTD

What is it like to attend this early years setting?

Children confidently and happily enter the centre, where staff greet them warmly. All children make good progress in their development, particularly those with special educational needs and/or disabilities (SEND). Staff ensure that the curriculum meets children's individual needs and interests. Older babies enjoy rolling a ball to staff. Staff use clear and simple language to encourage them to learn words associated with actions, such as 'roll'. Toddlers enjoy using toy diggers to scoop up the soil in the outside area. Pre-school children carefully thread cereal onto pieces of rope. All children develop good hand-eye coordination skills.

Children have a positive attitude to learning and behave well. They understand the expectations of the centre and follow routines. Staff use pictures and signing to help younger children and those with SEND understand the centre's rules, such as 'walking feet', listening ears' and 'looking eyes'. Staff use real objects to help children understand what will happen now and what will happen next. For example, children know when it is time for them to be changed when staff show them a nappy. Children respond well to this strategy and cooperate with care practices.

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

• The owner, trainee manager and staff have made improvements since the last inspection. They have referred children with SEND to outside agencies to ensure they receive essential support to help close gaps in their learning. Staff ensure they plan activities to help children make strong progress. For instance, they have created a 'cosy corner', where children can go to relax and manage their emotions. Staff help children learn about their feelings using age-appropriate resources, such as puppets. Staff teach children mindfulness techniques and encourage children to take part in yoga activities to support their emotional well-being.
• The self-evaluation process is effective. Leaders and staff work collaboratively to identify areas to develop to benefit children. Plans to take children on outings and to work with the local community, such as the police and fire department, are underway. Upcoming weekend support groups for families will provide opportunities for parents and staff to work more closely together.
• Parents comment on how their children have progressed since they started at the centre. They state that staff do their utmost to support them and their child. For example, staff provide children with healthy 'food platters' as an ongoing activity to encourage all children to try new tastes and textures. Children show a willingness to explore new flavours, and staff share this information with parents so they can provide these at home too.
• Children have a good understanding of oral hygiene. Staff encourage children to brush their teeth after meals. They use a 'dental tooth model' to demonstrate to children how to brush correctly. Children observe a sand timer, which indicates how long they need to brush for. Older children talk about how they need to remove all the food from their teeth to keep them healthy.
• Staff help toddlers and pre-school children to learn about nature, such as types of trees and wildlife. Children enjoy making bird feeders outside and talk about where to hang them. However, staff do not always help children to recall past knowledge, to build on what they already know in order to extend their overall development.
• Children have good opportunities to be creative. They squirt paint from soap dispensers to create pictures and hang these up to dry. Children use natural resources, such as pine cones and wood, to create their own 'miniature world', which supports their imagination skills.
• Children enjoy being independent. Outside, toddlers fill up toy dumper trucks with cereal and relish in tipping them out again. Pre-school children persevere when trying new activities. Occasionally, staff quickly provide solutions to problems before the children have an opportunity to work out the answer for themselves.
• Children and staff have formed positive relationships. Babies snuggle into staff for cuddles and comfort. They feel secure in the nurturing arms of their key person. Toddlers and older children show confidence in asking staff for help when needed and enjoy the company of adults and peers alike.

What the setting must and should do next

The provider should:

• provide further opportunities to help children recall prior knowledge, to build on what they already know and can do
• enhance children's thinking skills to enable them to solve problems independently.