Bright Starts Day Nursery Whitefield

What is it like to attend this early years setting?

Children are happy and settled at this warm, friendly nursery. They adapt well to changes in routines, which are due to the COVID-19 pandemic. For example, children willingly part from their parents at the entrance. Staff are positive role models and develop secure relationships with children. They encourage children's good behaviour and praise their efforts. For example, staff award children with 'wow moments' and 'star of the day' certificates to celebrate their success.

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

• Detailed self-evaluation enables leaders to understand the nursery's strengths and areas for improvement. Leaders obtain the views of children, parents and staff to help with this. For example, they have adapted the layout of the rooms, providing even more space for children to maximise their learning and care.
• In the main, staff provide children with a broad curriculum that follows children's interests and builds on their prior knowledge. Children, including those with additional funding and children with special educational needs and/or disabilities, make good progress. However, staff do not always plan the curriculum with precision, to sequentially build the knowledge and skills that children need to acquire. For example, staff do not always pitch teaching at the correct level to consistently support and challenge children's learning.
• Overall, staff promote children's communication and language skills well. For example, they read stories to children and encourage them to take books home to share with their parents. Staff include children's home languages to help them to feel included in the nursery. They engage children in conversations, such as by talking about the colours of a rainbow in the sky. However, some interactions between staff and children are not fully effective in promoting children's communication, language and thinking skills. For example, on occasion, staff incorrectly model the pronunciation of letter sounds. In addition, some of the questions asked to children do not fully extend their thinking skills or vocabulary.
• Partnership working is strong. Leaders establish links with other settings, which helps children to settle and supports them in their eventual move to school. Parents comment that staff are 'fun, kind and caring'. They value the communication and advice that they receive from staff, which assists them in continuing their children's learning at home.
• Children are confident and behave well. For example, they are eager to help staff with tasks such as stacking chairs and sweeping up. Staff use lunchtime as an opportunity to spend time with children and promote their independence. Children eat nutritious and healthy food. Older children serve their own food and learn table manners, such as waiting until everybody is ready before eating. They also learn to brush their own teeth.
• Staff comment that the team is 'like a big family' with 'good relationships'. They say that leaders support them well, in and out of work. Staff attend supervision sessions, training and meetings aimed at improving their practice. For example, recent training has a positive impact on how staff promote children's behaviour. Leaders prioritise staff's well-being. Initiatives, such as 'staff shout-outs' and 'employee of the month', help to recognise and celebrate their achievements.

What the setting must and should do next

The provider should:

• plan the curriculum with more precision, to sequentially build the knowledge and skills that children need to acquire
• support staff in strengthening their interactions with children, to fully promote children's developing communication, language and thinking skills.