Brightstart Childcare & Education

What is it like to attend this early years setting?

Children are warmly welcomed into this setting by the kind and friendly staff. As children arrive, parents and staff engage in a detailed handover to ensure a smooth transition and continuity of care. This supports children to settle quickly. Staff show interest, ask questions and listen to children as they happily enter. Staff provide children with quality learning resources that are available for them to self-select and initiate their own learning.

Children behave well in the setting. Staff have high expectations for children's behaviour and implement clear boundaries and rules for children to follow independently. Children are encouraged to manage small conflicts. For example, they manage turn taking by using sand timers. Staff promote children's critical thinking to foster problem-solving skills This helps to develop children's self-confidence and promotes a curious and enthusiastic approach to learning. Staff effectively model positive interactions with each other and the children. They are polite and kind at all times, which creates a calm and happy environment for children to thrive in.

The carefully planned curriculum is closely aligned with the developmental needs of the children who attend. Staff develop close, nurturing relationships with children and ensure that they understand each child as an individual. This supports children to make good progress from their starting points.

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

• Staff teach children self-care skills. This supports children to be independent in the setting. Children confidently change their shoes as they enter, wash their hands and place their belongings in the room. Children have a confident attitude towards learning new skills and enjoy sharing what they already know. For example, during a science experiment, children recall what happened last time. They suggest that more salt is needed to make the lemon float. Children add more salt and are delighted that they make the lemon 'bounce'. Staff encourage children to test out their ideas and encourage them to be independent thinkers.
• Overall, staff support children to develop good language and communication skills. This includes children who are learning English as an additional language. Staff interact with children during their play and introduce new vocabulary. For example, children learn new words, such as 'dissolve' and 'density', as they engage in an activities. However, at times, staff ask questions in quick succession. This means that children do not always have time to think, respond and fully engage in the intended learning.
• Managers and staff ensure that children with special educational needs and/or disabilities (SEND) are supported extremely well. Highly trained and passionate staff offer bespoke support for these children. The setting works in close partnership with other agencies and parents to implement targeted strategies for children with SEND. Consequently, children with SEND show high achievement. Leaders use additional funding effectively to further enhance children's development.
• Staff promote children's mathematical development and skills throughout the day. Before entering the room, children count how many are present and add one more to include themselves. During outings, children recognise numbers on the buses and the houses that they pass. While children play, staff model mathematical language, such as big, heavy and round. Children develop a secure understanding of mathematics.
• Staff feel well supported by strong and competent managers, who value their individual strengths. Regular supervision and training opportunities are provided. However, these opportunities are not always precisely targeted to support staff in enhancing their professional knowledge and skills over time.
• Children's good health is promoted well in the setting. Children are taught how to recognise the effects of exercise on their bodies and how to manage them. Children have daily access to the garden and enjoy developing their physical skills outside in the fresh air. Staff discuss good hygiene practices with children and how to make healthy food choices.
• Parents are pleased with the progress their children make at the setting. They appreciate the warm, friendly and highly supportive staff. Regular communication between parents and the setting fosters excellent partnerships, supporting children's development both at the setting and at home.

What the setting must and should do next

The provider should:

• support staff to develop their questioning skills so that children have time to think, respond and enhance their communication skills further
• target staff training incisively to further improve the already good standard of teaching and enhance staff knowledge and skills over time.