Bright Eyes Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The quality of teaching that children receive is variable.

Staff do not provide clear and organised routines for children. This means they do not engage children in experiences consistently to promote their learning. For example, staff talk to each other to decide what song to sing next with groups of children.

They do not alert each other as to the next part of the session, such as lunch. Subsequently, children end up waiting with nothing to do. Children do use resources imaginatively.

For example, they pretend to make hot chocolate with water, spoons and jugs. Staff introduce some terminology to increase childr...en's vocabulary. As children handle peppermint teabags, staff use descriptive words such as 'mint', 'fresh' and 'squeeze'.

Staff sing songs and read books with some expression. This also helps children to hear a suitable range of language. Staff speak to young children as they play.

They name animals and make the associated noises. They listen to children and respond to their vocalisations. This helps value young children's voices.

Staff are calm and caring. They greet children on arrival and support them sensitively when they are upset. Children seek out staff for help and respond to the reassurance they offer.

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

The provider has met the notice set at a recent visit by Ofsted. The provider has started the checks process for all adults associated with the registered company. Staff now have an improved understanding of how to manage children's behaviour.

However, they do not always effectively help older children to support their understanding of how to manage their emotional development. They ask children what the matter is but do not use language to help older children explore their understanding of their feelings.The provider is clear on the vision of the curriculum.

However, staff do not implement this well. Staff do not provide consistently good interactions and an environment that supports children to make good progress in their learning. The provider has identified training needs for staff.

However, this training has not yet been embedded and staff's interactions with children require further improvement.Staff know their key children well and what they need to learn next. However, they lack the skills to use this information to provide challenging and consistently interesting experiences for the children.

For example, when a new activity is set up, children flock to it. However, staff do not give equal attention to the quieter children. Furthermore, they do not skilfully extend children's learning.

When older children demonstrate an interest in mixing colours, staff name colours and do not extend the learning beyond this basic knowledge.The arrangements for children with special educational needs and/or disabilities are disorganised. Staff liaise with parents and other professionals to share information about the child.

However, there has been a change in staff who lead on this and, as a result, the provision lacks joined-up thinking. Therefore, staff do not provide focused experiences that promote good progress from these children's starting points.Staff help to develop children's independence.

They encourage children to have a go at putting on their aprons for a messy activity. Children wash their own hands before eating and those that can, confidently use the toilet.Staff thoughtfully plan activities that build on children's physical development.

They lead exercise sessions to build strength and coordination. Children march around the hall while they sing. Staff hold the hands of young children learning to walk up and down ramps and steps.

This helps them learn to balance.Parents are generally happy with the provision. They receive regular updates through the online journal and are happy with the verbal communication they receive about their child's day.

Parents have regular discussions with their child's key person to talk about learning at home. This helps provide children with some continuity in learning.

Safeguarding

The arrangements for safeguarding are effective.

The provider regularly conducts training to refresh staff knowledge. Staff understand the signs and symptoms of abuse and neglect and when they need to refer a concern. They also know what procedures to follow when there is a concern about a colleague.

The provider has appropriate procedures in place to ensure only staff who are suitable work with children.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure staff provide secure routines to help children engage more deeply in learning experiences 26/01/2024 ensure staff meet children's individual learning needs, by providing a challenging and enjoyable experience for each child in all areas of learning 26/01/2024 ensure arrangements for children with special educational needs and/or disabilities support their needs effectively.26/01/2024 To further improve the quality of the early years provision, the provider should: nincrease staff's understanding of how to support older children to manage their own feelings and emotions in an age-appropriate way support staff to continue to build on their teaching skills through professional development opportunities.