Bright Futures Day Nursery

Bright Futures Day Nursery Bright Futures Day Nursery, Swallow Lane, Carrbrook, STALYBRIDGE, Cheshire, SK15 3NU

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Inspection date

Previous inspection date 16 October 2017 3 April 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Managers and practitioners demonstrate a strong commitment to achieving the best outcomes for children. They are consistently caring and friendly towards children.  The promotion of children's communication and language is a particular strength. Practitioners skilfully help children to understand and say new words. They show interest in what children say and engage children in topical conversations. They frequently interact with babies. This helps children learn to speak and listen.  Children make good progress in their learning and development. Children in receipt of additional funding make very good progress and gaps in attainment close rapidly.  Partnerships with other settings and professionals are strong. These help to promote continuity for children's well-being and learning.  Practitioners understand how children learn. They set out interesting resources and activities and give children time to play and explore, helping children to become eager

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This provision is good

independent learners. Children's well-being is promoted well.

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It is not yet outstanding because:

 The regular monitoring of the performance of practitioners does not focus sharply enough on raising the quality of teaching to a higher level.  Practitioners do not always use information from observations very effectively to identify what children need to learn next as precisely as possible. This does not help them to plan for individual children's learning even more meticulously.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 strengthen the monitoring of the performance of practitioners and focus more sharply on helping them to raise the quality of teaching to the highest level.  make the most of what is known about individual children's achievements so that teaching focuses even more precisely on what children need to learn next.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors. She assessed the impact this has on children's learning.  The inspector spoke with practitioners and children during the inspection.  The inspector completed a joint observation with one of the nursery managers.  The inspector held a meeting with the two nursery managers. She looked at relevant documentation and evidence of the suitability of practitioners working in the nursery.  The inspector spoke to parents and took account of their views.

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Effectiveness of the leadership and management is good

The well-qualified team works together well. Managers demonstrate a clear vision for the nursery and take practical steps to achieve it. For example, the tracking of children's progress indicated that some children's language development was a cause for concern. They made this area of learning and development a priority for their practitioner training programme. As a result, the rate of children's progress accelerated and outcomes improved. Safeguarding is effective. Practitioners demonstrate strong understanding of what they must do if an allegation is made to them about a colleague. Practitioners take effective action to minimise risks to children. For example, they make detailed plans for managing outings safely.

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Quality of teaching, learning and assessment is good

Parents provide information that helps practitioners to accurately establish the starting points for children's learning. The quality of teaching is consistently good. For example, practitioners in the pre-school room skilfully read a story that helps children to learn about animals. Children concentrate well and remember that the snake in the story is called an anaconda. Practitioners in the nursery and the school share ideas and information effectively. For example, nursery practitioners watch the teaching of literacy in the Reception class. They adopt a similar approach which helps to promote continuity in children's early literacy and prepares them well to start school.

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Personal development, behaviour and welfare are good

Consistent daily routines help to promote children's confidence and participation. For example, children know that the gentle sound of the tambourine means they must stop and listen. They know the expectations for their behaviour and children of all ages learn to join in with tidying toys away. Children eat healthy nutritious food. Practitioners carefully implement systems for keeping children with allergies to certain foods safe. Parents feel well informed about children's daily care and activities. Practitioners and parents share information about children's health needs and injuries effectively. Children in the out-of- school sessions transfer safely between nursery and school because practitioners follow well-established routines. Children demonstrate that they look forward to attending the club.

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Outcomes for children are good

Children are eager learners who acquire the skills and knowledge that prepare them well to start school. Children develop independence as they grow. For example, younger children learn to feed themselves and older children carry their own lunch on a tray. Children develop independence in using the toilet. They know they must wash their hands before they eat. Children count and use numbers in their play. They learn to link sounds with written letters they represent. Pre-school children can recognise their name and begin to write it. Children follow familiar routines. They know that they must look and listen at story time and group time.

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Setting details

Unique reference number EY265349 Local authority Tameside Inspection number 1115071 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 10 Total number of places 90 Number of children on roll 146 Name of registered person Bright Futures Day Nursery Limited

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reference number

Date of previous inspection 3 April 2014 Telephone number 01457 836552

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reference number

Bright Futures Day Nursery registered in 2004. The nursery employs 25 members of childcare staff. Of these, three hold appropriate early years qualifications at level 6, two hold qualifications at level 5, 13 at level 3 and two at level 2. The nursery opens from Monday to Friday, all year round excluding bank holidays and a week at Christmas.. Nursery and holiday club sessions are from 7.30am until 6pm with extended hours on request of 7am to 7pm. Out-of-school sessions are from 7.30am until 8.45am and 3.15pm until 6pm with extended hours on request of 7am and 7pm. The nursery provides funded early education for two-, three- and four-year-old children.

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reference number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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reference number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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reference number

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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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