Bright Starts Day Nursery

Inclusion: Needs attention

Children with special educational needs and/or disabilities (SEND) and other barriers to their learning are not yet making sustained progress from their starting points. Some children are prepared for their next stage of learning, but this is inconsistent due to weaknesses in staff practice, skills and knowledge. Some children have individual learning plans in place to help staff to close any gaps in their learning and development. However, support from staff is not yet consistently implemented. Consequently, some children face further delays in their progress and development.

Leaders have improved procedures to ensure that children's changing needs are identified and referrals to outside professionals are made more quickly. Staff have received some specialist training to help them support children's individual needs, and this is beginning to have a positive impact. For example, some children with SEND who previously struggled to settle in the nursery are beginning to develop their social skills and play alongside other children. Children are supported to understand instructions with visual symbols and signs. This is beginning to support their understanding, communication and language. Leaders have an action plan in place to continue to improve the support for children with SEND and other barriers to their learning. This includes further training for staff, support from specialist agencies and monitoring of support in place for children.

Curriculum and teaching: Needs attention

Leaders have a general overview of what they want children to know and be able to do, and steps have been taken to improve the curriculum. However, the improvements are at an early stage. Not all staff have a secure understanding of the curriculum priorities and, consequently, not all children are making the progress that they should from their starting points. Some staff interact well with children, extending their vocabulary and supporting their learning. However, staff's interactions are not all of consistently high quality and children's development, particularly in communication and language, is not progressing as it should.

While children with special educational needs and/or disabilities and other barriers to their learning receive inconsistent support from staff, some children are well supported. Staff use some visual symbols and encourage some children to play and learn, but others do not fully benefit from this support. Some staff show that they understand the curriculum priorities of building children's resilience, confidence and independence. They carefully ensure that the environment supports children to achieve these skills. For example, toys and resources are purposefully kept at floor level in baskets, so that children can build their independence as they choose toys from the baskets.

Achievement: Needs attention

Children, including those with special educational needs and/or disabilities, are not yet achieving as they should in all areas of the early years foundation stage. Inconsistencies in staff's interactions and weaknesses in the curriculum have a negative impact on children's achievement. Children's achievement in communication and language does not adequately enable them to express themselves fully to their peers and adults at the setting. However, the consistent use of visual aids by staff in the pre-school room is beginning to have a positive impact on children's understanding and vocabulary.

Children demonstrate that they enjoy exploring the setting and are confident to try new things. For example, children enjoy practising their skills, such as kicking a ball into a goal in the garden. Older children enjoy an end-of-year celebration that promotes a sense of pride in their achievements. Parents and carers are also invited into the setting to celebrate children's achievements during their time at the setting. This has a positive impact on children's self-esteem.

Behaviour, attitudes and establishing routines: Needs attention

Staff have recently attended training on how to support children's behaviour. This is beginning to have a positive impact, and most children behave well. However, some staff do not consistently encourage children to follow the rules and expectations of the setting. Consequently, children do not demonstrate a secure understanding of the expectations of the setting. For example, children do not always follow staff's instructions. Some children are not engaged in activities and jump off a low shelf repeatedly. Staff do not recognise why this is not appropriate, stop them from doing so or encourage them to play elsewhere.

Children show that they have attachments with staff and each other. They excitedly chat to staff and their friends as they play together. For example, children and staff whisper together in a shed in the garden telling spooky stories. Children enjoy doing this and giggle as they take their turn. Leaders have appropriate procedures for promoting attendance and punctuality. They understand the importance of regular attendance for children, for their future learning. Leaders follow up on all incidents of lateness or non-attendance and monitor this to ensure that children's welfare is secure.

Children's welfare and wellbeing: Needs attention

Arrangements for key-person systems have begun to improve. However, the impact of these improvements is not yet fully embedded, and the relationships between key staff and children are inconsistent. Some staff develop warm and secure relationships with their key children and are responsive to their care routines. This typically includes for children with special educational needs and/or disabilities and other barriers to their learning.

Leaders ensure that staff follow safe-eating practices across all age groups. This is consistently carried out, and children remain safe during mealtimes. Leaders have changed staffing schedules to prioritise safe eating, and this is working well. Staff follow safe-sleep guidelines and know children's sleep routines well. Children show that they feel safe and welcome at the setting. They happily chat to staff and each other as they play.

Children are learning to develop healthy routines and understand how to keep themselves safe through stories, activities and interactions with staff. Children are reminded about how to look after themselves and each other during group times. Leaders have recently enhanced staff training in understanding and supporting children's emotions and behaviour. They have implemented a package of ongoing coaching and support for staff on this topic. This is beginning to have a positive impact on how staff support children's behaviour. This approach is helping children to understand and manage their feelings.

Leadership and governance: Needs attention

Leaders have worked hard to make changes to the setting, and some improvements have been made. However, these changes have not been made quickly enough and there are still some weaknesses in leadership and governance. Frequent staff changes have had a negative impact on the day-to-day running of the setting. However, leaders now have more consistent staffing arrangements in place, contributing to a more stable team and continuity in staff practice. Leaders take account of staff's workload and wellbeing, and staff say that leaders are approachable and they feel supported in their roles.

Leaders understand that some areas require further development and have some plans in place for further improvements. Leaders have a package of support from the local authority to help them to continue to make improvements in the running of the setting. This includes training and coaching for staff to improve their practice. Leaders are beginning to ensure that they have a clearer oversight of the setting. Children are safe, and training on safeguarding has been enhanced, particularly around managing allegations.

There are still some inconsistencies around communication with parents and carers, and not all parents feel well informed about their children's development. However, some parents do feel included in their children's day and feel that communication is appropriate. Parents are invited to celebrate the end of their children's journey at nursery. This has a positive effect on children's self-esteem. Leaders make appropriate decisions about additional funding for children who have special educational needs and/or disabilities and other barriers to their learning, and this is helping to reduce barriers to their learning.