Broadlands Bright Sparks Playgroup

What is it like to attend this early years setting?

Children at this outstanding setting are thriving within a rich, exciting and varied environment. They have the freedom to choose from exceptional, relevant and effective learning opportunities. In particular, the interesting outdoor area which is vast with exciting den areas, climbing frames, a swing, a bird watching area and a forest school area. The children are incredibly happy as they explore the texture of gloop between their fingers and stamp in the water tray, laughing when they get splashed.

Children are extremely caring towards each other, adults and animals. They shout with glee when they notice a spider and start making a home for it using twigs, leaves and stones. Staff enthusiastically join in with them and children excitedly ask staff what the spider drinks and eats so they can help it in the hot weather. Children share their knowledge and excitement when they talk about their nursery frogs and how they started as tadpoles.

Children are friendly, confident and full of energy. They show pride in their achievements and excitedly seek out their key worker, who matches the children's enthusiasm with expression and positive body language. The same enthusiasm is present during adult-led activities. Children are engrossed in a story and listen intently to what staff are saying. Children are respectful, courteous and demonstrate this exemplary behaviour when they carefully follow staff instructions. They say they are 'working as a team' when they tidy up.

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

• The leadership and management team work in harmony to provide a happy, joyful and safe environment for children of all ages and abilities. They create a delightful atmosphere which provides ample learning opportunities for children using a calm and inclusive approach. This has a tremendous impact on children's well-being.
• The manager models outstanding practice and demonstrates her passion for early years by coaching and supporting her skilful team. Furthermore, she extends staff knowledge and confidence through relevant and frequent training. This is achieved through regular supervisions, ensuring that the environment is consistently evolving to keep children engaged and excited.
• The provision for children with special educational needs/or disabilities (SEND) is exemplary. Staff use their skills and a wealth of experiences to identify children that need additional support. Staff work alongside outside agencies regularly to implement personalised support plans in order to successfully close the gaps in children's learning. Staff are always looking for ways to build on their knowledge and are currently learning sign language to give children even more ways to learn to communicate. All children make excellent progress.
• Children are at the heart of everything that staff do. The ambitious curriculum is led by highly skilful and motivated staff who constantly evaluate, review and identify exciting ways that the children can learn. Staff are attentive while they watch children explore and use their experience and training to identify when a learning opportunity can be extended further.
• Parents are overwhelmingly happy with the setting. They express how happy they are with the information they receive about their child's development, in particular, when staff send activities home for children to complete. This creates consistency in their child's learning and further embeds the children's early achievements and goals. Parents speak very highly of the friendly staff and praise them for their excellent communication and support during the COVID-19 pandemic. Links with parents are further extended when they are invited into the setting for coffee mornings and stay and play sessions.
• Staff are qualified in forest school and this is evidently having a beneficial impact on children as they demonstrate their love for the outdoors. Children are extremely active and the use of the forest school area has expanded children's physical well-being and self-esteem.
• The daily routine is embedded into the setting and children share mutual respect and understanding with staff of the importance of team work. Children are eager to help each other with small tasks during the day, and with staff's positive encouragement, look for ways to achieve and feel proud of their accomplishments.
• Children are very well prepared for school. It is evident that they have been taught high expectations, the importance of routines and how to form positive relationships.