Bright Sparks Preschool Shenfield

What is it like to attend this early years setting?

The management and team of staff are committed to ensure children are welcomed in to a cosy, home-from-home, exciting place in which to learn. The curriculum is planned around the children's interests and builds on what they already know and what they need to learn next. The pre-school's aspirations and values underpin the education programme. Children demonstrate they are confident, feel safe and secure, and are eager learners. They leave their parents with ease and quickly engage in activities of their choice. The dedicated team of staff invest time getting to know the children and their family before they attend to ensure a smooth transition from home to pre-school.

Children show curiosity and ask lots of questions. The curriculum provides children with opportunities to try new experiences and learn the skills they need to be independent learners and confident speakers. There is a calm, happy atmosphere and the nurturing staff are good role models. They are caring and attentive to the children's needs. Staff speak with genuine kindness and are skilful in their interactions. They are respectful of the children, listening to what they have to say and supporting their choices. Children understand the high expectations of the staff and their behaviour is good. All children, including those with special educational needs and/or disabilities, make good progress and are prepared for the transition to school and successful future learning.

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

• The quality of teaching is good. Staff are very attentive and have a good knowledge of child development and how to promote good-quality teaching opportunities. The curriculum is carefully planned around what children know and what they need to learn next, while following their interests. Effective planning also supports rich learning opportunities for children. For example, young children are excited about their recent or upcoming holidays. They are provided with resources to continue their interest as they talk about the sand, shells and sea.
• Children are confident speakers. They eagerly participate in planned 'communication and music' activities. This has a sharp focus on supporting children's listening and communication skills. They use props and signs to support their understanding and it is fully interactive. All staff engage children in meaningful conversation. They have a clear comprehension of how children develop their conversation skills and introduce new words to increase their vocabulary.
• Strong partnerships have been established with parents. They speak highly of all aspects of the pre-school. Parents comment on the 'wonderful and supportive' team. Many comment how well their children have developed in confidence and are prepared ready for school. Parents say the communication is good. They feel very reassured that their children are in safe hands and have fun while learning.
• Children are encouraged and supported to take care of their personal needs. They independently use the bathroom and know they must wash their hands. They enjoy fresh air and exercise and relish their time in the garden. Children understand the importance of drinking water to keep hydrated and even the youngest children pour their drinks proficiently.
• The pre-school's recruitment process is effective. New staff members receive a thorough induction. Training opportunities are positively promoted, and staff are committed to ongoing training, which means that they are very experienced and qualified.
• Staff say that they feel valued and happy in their roles. The management team promote a culture of evaluation, they are reflective and committed to ensuring outcomes for children are good. Effective systems are in place to monitor staff's practice and ensure that any improvements required are swiftly identified and addressed.
• Children's individuality is fully respected and celebrated. Children learn about similarities and differences through the learning, resources provided, and activities that take place. They relish taking 'dizzy bear' home or on special trips with their family. Children take time to document and share these experiences with their friends at pre-school. While some organised visits, for example, to the library take place, children's understanding of the world, and local community in which they live could be extended further to broaden their knowledge.

What the setting must and should do next

The provider should:

• build on the programme for understanding of the world, that provides children with rich opportunities to learn about the community in which they live.