Brightlands Day Nursery

What is it like to attend this early years setting?

Babies, toddlers and older children thrive at the nursery. They all make good progress in their development and enjoy their play and learning experiences. They receive a warm welcome from the caring, attentive staff. Children of all ages settle quickly and are happy. They have good relationships with the staff and turn to them for reassuring cuddles, as needed. Children are polite and well behaved. They learn to play cooperatively and wait patiently to take turns, such as during meals and group times. Babies and toddlers explore enthusiastically. They learn to operate activity toys and use their senses to investigate. For example, the textures of wood shavings, sand, shiny balls and plastic eggs fascinate the babies. They discover the eggs can be opened and delight in filling and emptying them. All children develop their agility. Babies crawl at speed and develop their early walking skills with the enthusiastic encouragement of staff. Toddlers and older children have fun in the garden using resources. For example, two- and three-year-olds practise throwing and catching a ball. Older children ably pedal tandem tricycles and transport their friends at speed, showing great control and a lot of laughter as they negotiate the garden space. Children are well prepared for school. They develop their independence and confidence from a young age. They are introduced to letter sounds and recognition. They learn to use scissors competently and to hold pencils correctly. In the summer term, they bring in their physical education kits to practise dressing and undressing. The owners and staff team know every child well. They use their knowledge of children's needs, interests and abilities successfully to tailor the curriculum and to provide the support the children need to develop their skills.

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

• The owners are passionate about providing a high-quality provision. They work tirelessly to foster an environment where every child, parent and member of staff feels supported. They implement effective strategies to monitor practice and the provision. They ensure all staff complete a programme of initial training to prepare them for their roles. Many staff have achieved national vocational qualifications while working at the nursery, and some are now working towards higher levels of qualifications to enhance their skills.
• Staff support children's language development very well. They model the use of language with babies and toddlers, responding to their non-verbal communication and the sounds they make. They spontaneously introduce rhymes and songs to accompany their play. Staff use questioning effectively to encourage older children's language and thinking and introduce new vocabulary. Children chat confidently, sharing their ideas and experiences.
• Staff nurture children's independence very well. Children choose which toys to play with and help to tidy away activities. Two-year-olds wipe their hands and faces after messy play and mealtimes and are also keen to wipe the tables. Older children put on their coats, pour their drinks and serve themselves at mealtimes.
• Staff use some mathematical language as children play. For example, they talk to babies and toddlers about colours, numbers, shapes and sizes. However, staff in the pre-school group do not make the very best use of some planned activities and opportunities that arise spontaneously to challenge older children's mathematical thinking and problem-solving further. For example, staff do not provide many opportunities for them to learn and name complex shapes, complete simple calculations and build on their counting skills.
• Children develop their early writing skills from a young age. For example, the youngest children make marks in sand and paint. Two-year-olds use paintbrushes with control and delight in using their hands and fingers to create paintings that they proudly show onlookers. Three-year-olds manipulate shaped paper that they stick to create 'Easter chick' pictures. Pre-schoolers at a planned mathematics activity show that they can hold pencils correctly and some can form recognisable numbers. However, staff do not focus their planning to maximise opportunities for children to practise their early writing skills in preparation for school.
• Since the last inspection, the staff team have given greater focus to developing children's learning about technology. Children have regular opportunities to use the nursery computer and programmable toys, such as a crane that can be used to pick up objects.
• Parents spoken to, and those who provided written feedback, all give high praise to the friendly staff and provision. They feel well informed about their children's care, learning and development. They report that staff provide invaluable help to children who have medical needs and those who need extra support. Staff ensure that they tell parents about their children's day and make good use of an online program to foster two-way sharing of information with parents.

What the setting must and should do next

The provider should:

• develop the programme for mathematics to build on children's existing mathematical awareness, so they learn complex shapes and gain greater confidence in completing simple calculations and counting
• focus planning more effectively to maximise opportunities for children to practise their early writing skills in preparation for school.