Brightsparks Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and confident in this stimulating learning environment. Staff are warm, kind and welcoming.

This helps children to feel safe and secure. Parents speak positively about staff and the nursery. For example, they say that they feel well informed about their children's learning through daily feedback, weekly newsletters, parents' meetings and regular updates on the online application.

The manager and staff are clear about what they want children to learn. They have high expectations for all children, including children with special educational needs and/or disabilities. Parents and staff speak of the posi...tive progress that children make during their time at the nursery.

The nursery remained open during the COVID-19 pandemic for children of key workers. Throughout that time, leaders ensured they had regular contact with parents and staff to support their well-being, and they provided learning activities for children to access at home.Staff support children's emotional well-being effectively.

They use a variety of strategies to enable children to talk about their feelings and emotions. For example, staff use a 'colour monster' to encourage children to describe how they are feeling in colours. They use resources with faces of varying emotions to promote discussion during children's play.

On the whole, children behave well across the nursery. When children struggle to regulate their behaviour, staff take appropriate action to support them. Staff are good role models, and children respond promptly to reminders about manners and sharing.

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

Children develop a love of learning through engaging topics that cover all areas of learning. For example, they learn about the nativity story at Christmas time. Children count stars they find hidden in sand and make crowns, adding paint, glitter and sequins.

They name the animals in the stable and role play the story.Staff sing familiar songs throughout the day to promote children's language development. Children enthusiastically join in with actions or play instruments as they sing.

They take part in weekly 'sing and sign' sessions. Children learn sign language for a range of keywords, such as 'more' and 'please'. This enhances children's vocabulary and supports them to express themselves.

Children are well prepared for their next stage of education. They are supported through each stage, including starting school. Pre-school children learn to write their names.

Staff provide activities for children to take home to enhance their learning. Children are encouraged to be independent. Toddlers use knives to carefully spread butter on oatcakes at snack time, and older children learn to serve themselves at lunchtime.

Staff know the children well. They use this knowledge and the systems they have put in place since the last inspection to monitor children's learning and to identify any emerging gaps in children's development. They plan activities and set targets based on children's individual interests and needs.

However, staff do not consistently share these strategies effectively with parents and other professionals, to support children even further.Overall, teaching is good. Staff model language during play activities, talk with children about what they are doing and demonstrate and support when required.

However, some staff do not use questioning effectively to check children's prior learning and understanding.Staff create opportunities for children to celebrate different cultures and understand the differences between people. For example, children learn about the Hindu festival Diwali and why people celebrate St.

Andrew's Day.Children enjoy a range of healthy meals that are prepared on site. They have opportunities for fresh air and exercise outside.

Children learn a range of physical skills, such as how to ride tricycles and scooters. They enjoy games with staff, following instructions to jump, hop, run and stop.Staff report that they feel well supported and can speak with leaders about any issues.

They have access to regular training to ensure that they continually develop their practice. Leaders are reflective and seek the views of parents through surveys to make ongoing improvements. They have worked hard to implement the recommendations raised at the previous inspection.

Leaders use regular supervision meetings with staff to ensure their continuous development. They provide staff with regular opportunities to discuss children's progress and next steps in learning.Staff help children to understand how to stay safe.

Children learn songs about road safety and are taught about internet safety through stories, such as 'Chicken Clicking'.

Safeguarding

The arrangements for safeguarding are effective.All staff understand the importance of keeping children safe.

They supervise children well at all times and carry out risk assessments to ensure the setting is safe and free from hazards. Staff describe the signs and symptoms of abuse that may cause concern for a child's welfare and know the procedures to follow to report them. Staff regularly update their child protection training, including on the 'Prevent' duty and female genital mutilation.

Safer recruitment procedures are implemented to ensure that all staff are suitable to work with children. Leaders continue to check staff's suitability throughout their employment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the information shared with parents about how they can support their children's learning at home and ensure that relevant professionals are clearly informed develop staff's questioning skills further to check children's prior learning and understanding consistently.

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