Bright Eyes Nursery LTD

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is inadequate

Children do not receive the quality of education that they are entitled to at the nursery. A number of staff, including a new manager, have only recently started in their roles. Consequently, they are not yet familiar with the children or all of the processes they are expected to follow.

Staff interactions with children are varied in their quality, and this does not provide children with consistent support to make good progress.The learning environment is quite often noisy and chaotic, and this affects children's ability to concentrate. For instance, toddlers hear a loud, frequent background beeping noise due to a fault i...n the security system, as well as music, during adult-led activities.

This disrupts their learning and makes it more challenging for them to hear what staff say to them. Some pre-school children move around without purpose, and receive little meaningful interaction from staff throughout the day. This means they do not benefit from high levels of engagement in activities or good-quality interactions from staff to support their learning.

Despite this, children are happy and settled at the nursery. Some staff act as positive role models towards children, showing them how to behave well and be kind to one another. For instance, they help children to resolve conflicts and model how to use manners appropriately.

However, this approach is not consistently implemented by all staff. As a result, children receive mixed messages as to what staff expect from them.

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

A lack of oversight from leaders has had a significant impact on the overall experiences children receive at the nursery.

A new manager has recently started, and they have focused on supporting children to settle back into nursery life and ensuring staff have a clear understanding of key policies and procedures. The new manager has also completed supervisions on staff and identified what support staff require, with an aim to improve their overall effectiveness. There is now a clear oversight of the improvements that need to be made to the setting.

However, due to the manager's short time in post, these have not yet been established.Overall, staff practice is inconsistent and varies too much across the nursery. Some staff have unrealistic expectations of children.

For instance, staff expect children who speak English as an additional language to be able to count and name colours, when they have not been supported to develop basic communication skills in English. As a result of these poor-quality interactions, children do not make the progress they are capable of. Training for staff has been identified.

However, most of this has not yet taken place.Staff do not communicate effectively with managers or parents. For instance, they do not follow the expected process to report and record maintenance issues they identify to the manager.

This leads to confusion and issues not being swiftly addressed. Additionally, staff do not consistently record information for parents on the nursery app in a timely manner, which is what managers expect them to do. Children leave for the day and information about nappy changing and food is not recorded.

Therefore, parents are not fully informed about their child's day at nursery.Due to a number of recent changes in the staff team, the key-person system is not yet fully established or effective. Staff do not know enough about their key children.

They are still identifying children's initial starting points, despite some children having been at the nursery for some time. This causes a delay in identifying any gaps in their learning and setting appropriate goals to address these. Additionally, not all parents know who their child's key person is, and this limits their ability to build meaningful professional relationships with staff to discuss their children's progress.

Despite this, parents overall comment positively about the type of care their children receive.Staff do not yet plan activities or implement the newly formed curriculum effectively. Some staff focus on topics and themes, and many activities lack purposeful outcomes.

Adult-led activities provide children with little in the way of learning and are not varied enough to meet the needs of all children. Staff have not considered the size of the group, or the range of abilities within the group, as they work with children. For instance, some children are capable of counting higher than 10, but staff do not encourage this when children suggest they could count higher.

This limits the progress that children make and they are not helped to develop positive attitudes to learning.Children's focus and attention levels vary and staff do not always respond to this by adapting their teaching. They do not follow children's curiosity or extend children's learning.

For instance, when children are keen to touch and explore an object to find out how it works, staff tell the children to sit back down. As a result, some children quickly lose interest. This leads to staff having to pause what they are doing and interrupt other children's learning to resolve minor disruptions.

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, the provider must: Due date ensure that leaders and managers have clear oversight and that all staff understand their roles and responsibilities and follow the expected processes 17/10/2024 monitor and develop staff's knowledge and teaching to help them implement the curriculum and provide good-quality interactions to all children 17/10/2024 ensure swift and accurate assessment of children's progress to help staff identify appropriate next steps and any gaps in children's learning 17/10/2024 ensure that all staff support children to develop their language and communication skills successfully 17/10/2024 plan and deliver engaging and challenging learning opportunities that build on all children's prior knowledge and help them to make at least good progress 17/10/2024 ensure that all parents are informed of relevant information relating to their child's time at the nursery 17/10/2024 fully embed the key-person system so that staff gain a deep understanding of children's individual needs and abilities.

17/10/2024