Bright Beginnings Daycare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children of all ages are happy and confident at the setting.

They are independent. For example, they complete their own tasks and choose their own play with confidence. Children eagerly engage in challenging activities that staff carefully plan for them.

For example, children become engrossed in an ice activity where they use real tools, such as hammers, to explore the ice. They go on to learn about igloos and Inuits and are curious to learn more. They ask staff how Inuit keep warm and intently listen to the answer with interest.

Babies enjoy interesting activities that encourage them to explore and to investi...gate. For instance, they explore marks they can make using paint and toy vehicles. Children build meaningful friendships and enjoy each other's company.

They happily play together. For example, when children work together to move a resource, they excitedly tell their friends 'look, we did this together'. Children gain a good understanding of the healthy lifestyles.

For instance, they talk about the importance of drinking water to remain hydrated. Children of all ages develop good physical skills. For example, they learn about the different ways that they can move their bodies.

This includes climbing and balancing on age-appropriate equipment. Staff use additional funding effectively to meet the individual learning needs of children. For example, they have purchased books to support children to develop their social skills and to learn to understand their feelings.

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

Staff establish secure and trusting relationships with children. These help children settle quickly into the setting. Children have a good sense of belonging and positive levels of well-being.

Staff know each child and their individual personalities well. This helps staff plan activities for children that they know will engage and interest children. This supports all children to make good progress.

This includes children with special educational needs and/or disabilities (SEND). Staff are highly effective at supporting children with a wide range of SEND to reach their highest potential.The managers and the staff build and maintain positive partnerships with parents.

Parents speak highly of the staff and find them approachable and friendly. Overall, staff keep them well informed. For example, they provide details of the child's day and what they have enjoyed doing.

Staff choose to record children's learning and next steps in a learning journal. There is some inconsistency of how the learning journal is shared with parents. This means the use of the learning journal and its purpose is sometimes unclear.

As a result, some parents do not feel as well informed and are unsure about what their child is learning and their next steps.The managers closely monitor the good quality of education and care that staff provide. They routinely observe staff teaching children and provide them with helpful feedback to support their performance.

All staff work closely as a team to evaluate their practice. At the end of the day, they discuss what children enjoyed and what they could do differently. Staff use their findings to support their future activity plans.

Staff attend regular training. They have made good use of recent training to support children of all ages to develop confident communication skills. This includes using sign language.

Staff support all children effectively, including those who speak English as an additional language. They learn key words in other languages and use them daily with children. For example, they use Italian words, such as 'papa' when they talk about 'dad'.

All staff support children to develop a good understanding of the similarities and differences of people within the setting and the wider community. They teach them about traditions of other countries. For example, they try Italian foods and listen to traditional Italian music.

Overall, children have good opportunities to develop in all areas of learning well. However, the teaching for mathematics is not as strong as other areas. For instance, staff do not always have the confidence to extend and to build upon children's interest of mathematics as they play.

This includes introducing more difficult ideas, such as simple sums.

Safeguarding

The arrangements for safeguarding are effective.The managers and the staff have a good knowledge and understanding of safeguarding and child protection.

All staff keep their training up to date. They are confident in their knowledge of who they would contact to seek advice if they had a safeguarding concern. Staff complete detailed risk assessments to help keep children safe.

This includes practice to minimise the risk of COVID-19. For example, the managers take the temperature of visitors and staff before they enter the building. Staff are highly effective at helping children learn how to keep themselves and others safe.

For instance, when they visit the beach, they talk about how to remain safe near the water. Children learn the rules of how to stay safe in challenging activities, such as roasting marshmallows on the fire pit.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review and improve the consistency of information provided to parents regarding their child's next steps and individual learning support staff to be more confident in their good knowledge of the curriculum and further build on children's interest of mathematics and their use of mathematical language as they play more consistently.