Bidford Bright Stars Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders and managers do not have a good enough oversight of some aspects of the nursery. Although staff plan inviting activities that focus on gaps in children's learning, some staff interactions are intermittent.

At times, they provide a supervisory role instead of supporting children in their learning. Despite that managers have identified a weakness in procedures for supporting staff in their roles and responsibilities, they do not ensure this is implemented successfully. That said, staff provide a warm and caring welcome to all children who attend.

Children form secure bonds with their key person that help them to fee...l safe and secure. Staff support children effectively in building their resilience when they encounter difficulties. For example, when children are building with the train track and it comes apart, staff reassure them and guide them on how to find a solution to fix it.

Children enjoy their time out in the garden. Staff motivate them to be active as they blow bubbles for children to chase to help develop their physical skills. However, teaching is variable across the nursery and some staff do not extend or develop children's knowledge beyond what they already know and can do.

As a result, not all children succeed to their fullest potential.

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

Since the last inspection, the support the staff receive from leaders has not been consistent enough to effectively help them to understand their roles and responsibilities. Staff attend some training to develop their knowledge and understanding of policies and procedures.

However, some staff do not receive a thorough induction when they move to new roles to improve their understanding of their responsibilities. This means some staff feel overwhelmed with their duties and do not fully know what is expected of them.The quality of teaching is not consistently good.

Staff do not receive regular supervision meetings with leaders to enable them to effectively deliver the curriculum or feel supported in their roles. This impacts the support for children in their learning and how staff deliver consistently good quality of teaching.Children follow simple instructions and know the routines of the day, such as washing their hands before sitting down to eat their meals.

This helps children to learn about caring for themselves. Children acquire some skills for their future learning, including listening and being kind to others. Staff introduce some opportunities for children to be independent, such as getting ready to go out into the garden and, on occasions, children can pour their own water for a drink.

However, staff do not consistently embed this and often do things for the children. As a result, children do not effectively build on their independence.Parents are happy with the communication and support they receive from staff.

Children speak positively at home with their parents about their experiences at nursery. Staff inform parents of children's learning through regular meetings and updates of their assessments. Where necessary, parents receive guidance on how to access further help for specific areas, such as speech and language therapy.

This supports partnership working between the nursery and families that attend.Staff effectively manage children's safety and welfare. They deploy themselves well to meet children's individual needs.

Staff assess the risk of the environments and equipment to ensure children remain safe, including when they access the garden during warmer days so they stay safe when out in the sun.Staff manage children's behaviour well. They implement nursery 'golden rules', and these are followed throughout all rooms.

Staff reinforce rules during circle times and remind children to be kind to their friends when playing. They provide clear explanations when children face conflict and this supports them to understand what is expected of their behaviour and promotes them to have positive attitudes and behaviours towards others.Children enjoy listening to familiar stories that staff read to them.

For instance, they learn about their different emotions through the story. Staff encourage children to contribute their ideas and they confidently share what may make them feel that emotion. As a result, children develop their understanding of emotions and build their confidence to share their voice in discussions.

The special educational needs coordinator (SENCo) liaises with external agencies to implement appropriate support for children who may be falling behind in their development. This enables children to receive the support they require at the right time to help them make expected progress.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve the support provided for staff to enable them to effectively fulfil their roles and responsibilities 30/07/2024 implement effective systems for staff supervision to embed consistently good levels of teaching and learning.27/08/2024 To further improve the quality of the early years provision, the provider should: provide consistent opportunities for children to develop their emerging independence.