Bright Futures Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The setting ensures that children feel welcome and happy. Key workers meet children at the door and tell them about the exciting plans for the day.

Parents and staff seamlessly share information and there are many links with home. Children talk about what they have done with 'Sunbeam', the class teddy, when they take him home for the weekend. These relationships and processes help to ensure that children feel confident, safe and ready to learn.

The setting has high expectations of children's behaviour. Children are well motivated to follow their interests and they show high levels of concentration on their tasks. For e...xample, staff take time to talk to children about places they have visited, such as London Bridge.

They show children pictures of bridges and they work together to recreate them with wooden blocks. Children and staff work as a team and ensure that they can come back to their project after a break for lunch. This sustained shared thinking leads children to achieve things they are really proud of.

Staff and children enjoy the rhythm of conversations throughout the day as they learn together.Leaders plan a broad curriculum with clear goals. Staff plan highly engaging activities to deliver the curriculum which, overall, engage children and motivate them to learn.

For instance, staff read 'Goldilocks and the Three Bears', encouraging children to find objects to become props in the story. Children search for objects shaped like small, medium and large bowls and beds. They explain why they chose each object and act out the story.

Children show creativity, knowledge of mathematics and strong communication skills. As a result of the effectively delivered curriculum, all children make good progress.

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

Overall, staff deliver the broad curriculum with a sharp focus on individual needs and interests.

For example, when children show an interest in road signs, staff use this as an opportunity to teach children about numbers on speed limit signs, place names and vocabulary such as 'junction'. As a result, children are motivated to learn across a wide range of subject areas. However, during large-group times, for example some mealtimes and story sessions, staff do not always support children to learn the curriculum as leaders intend.

The setting uses assessment effectively to plan activities that support children's development in all areas. Staff share these plans with parents and target the areas in which children need the most support. Because of this, staff are able to close gaps in children's learning quickly.

Support for speech and language is a clear strength in this nursery. Staff teach children an ambitious vocabulary across a wide range of subjects. They model language, varying their support to meet each child's individual needs.

Staff listen carefully to what children say. As a result, children speak with confidence and use a wide vocabulary to communicate effectively.Staff support children to think by asking open-ended questions.

They read stories and ask, 'Why do you think he feels that way?' and, 'What might happen next?'. This supports children's thinking skills, which helps them to learn effectively in all areas.Staff model the behaviours that children need to be independent in their learning.

As children make flags, staff talk about the different colours and shapes they use, encouraging them to plan their design. Staff encourage children to check a book to find out which country each flag is from. They show children the techniques they need to use scissors, tear tape and fold straight lines.

As a result, children show high levels of motivation.Staff teach children how to keep themselves healthy. They explain how washing their hands removes the bad bacteria which could make them ill and how cleaning their teeth prevents decay.

Children learn about healthy diets, including how carbohydrates provide long-lasting energy. This support encourages children to wash their hands, try new foods and clean their teeth at home.The setting supports children with special educational needs and/or disabilities effectively.

Staff make tailored plans to meet children's individual needs and celebrate their achievements. Consequently, these children feel motivated to learn and make good progress.Staff support parents to be partners in their child's learning and overall development.

Parents are involved in deciding what area of their child's development staff should focus on supporting. For example, staff teach children to ride a balance bike, develop good sleep habits and enjoy books sent home. Children make good progress in all areas of development.

Leaders engage with staff effectively and focus on improving practice. The manager spends time getting to know all children and understands the challenges that staff face. As a result, staff report high levels of well-being and are enabled to provide high-quality care.

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 further improve the quality of the early years provision, the provider should: strengthen the organisation of group times to ensure that children's learning is consistently promoted during these times as intended by the leaders' curriculum.