Brightstart Preschool

What is it like to attend this early years setting?

Children are happy and confident as they explore their environment. They display high levels of engagement and are engrossed while playing with their friends and the staff. Staff deploy themselves well and immerse themselves in children's play. This helps children to build secure bonds with all the staff, allowing them to feel comfortable as they play and learn.

Children behave well. They demonstrate a secure understanding of the routine as a result of staff's high expectations. For example, children are developing good hygiene practices as they wash their hands before mealtimes. Staff are supporting children to learn about how to keep themselves safe. For example, before walking down the stairs, staff remind children to walk slowly and hold onto the rail. This teaches children how to keep themselves safe.

Staff make effective use of the environment, ensuring that children have plenty of opportunities to learn and develop. They have created quiet areas within the room, which allow children to access books independently and promote their interest in stories. Children pay close attention, listening to staff as they read stories throughout the day. Overall, story time is a positive social experience for children. These opportunities allow children to enhance their attention skills and build on their vocabulary.

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

• Staff display sound knowledge of the ways in which children learn. They have developed strong relationships with all children, using their interests effectively to engage them in different learning experiences. For example, staff use children's interests in cars to teach them about people who help them, such as police officers and firefighters. As a result, children are developing positive attitudes towards their learning and are broadening their knowledge of the world they live in.
• Staff encourage children to develop healthy lifestyles. They provide children with healthy snacks and hot, nutritious meals. Children are developing positive attitudes towards food as they talk confidently about their favourite items. For example, children say they love 'cheese' and 'pasta' as they carefully serve themselves lunch. Staff work closely with parents to ensure that children are provided with a healthy packed lunch.
• Overall, staff deploy themselves well, interacting positively with children and immersing themselves in their play. However, at times, particularly after lunch, some staff lack confidence in organising and preparing the room ready for the children. For example, some staff spend time waiting around while others rush to tidy up, creating a busy atmosphere. Therefore, not all children are fully engaged in meaningful play and learning during these times.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff work closely with parents and external professionals, completing referrals and implementing strategies in a timely manner. This ensures that children with SEND are provided with the appropriate support they need. As a result, children with SEND are making good progress from their starting points.
• Staff offer a language-rich environment. They speak calmly to children and pose questions to extend children's thinking. For example, as they role play doctors, staff teach children about different treatments, such as medicines, X-rays and bandages. This allows children to learn new words and develop their social skills as they help to care for one another.
• Staff ensure that the environment is inviting for children to explore. They provide children with a variety of resources to promote their learning. However, at times, staff are not consistent in ensuring that children understand the importance of tidying away toys after they have finished playing. This results in floor space becoming cluttered, causing children to become distracted in their learning and play.
• Parents speak highly of the setting. They comment on the 'friendly' staff and 'welcoming' environment, and they feel well informed about their children's activities. The managers seek feedback from parents regularly to make any necessary changes in the setting. This helps parents to feel valued and encourages them to contribute towards their child's learning.
• The managers regularly evaluate the environment, making changes when necessary to fully support children's learning. The managers have strong support systems in place for the staff team, conducting regular staff meetings. As a result, staff feel well supported by the managers, and staff morale is high.

What the setting must and should do next

The provider should:

• develop staff confidence to help them manage the organisation of transition times more effectively
• help children take responsibility for their toys and the environment more consistently to ensure there is space for them to learn and explore.