Bridge End House Nursery Ltd

Inspection of Bridge End House Nursery Ltd Bridge End, Brighouse, West Yorkshire HD6 3DH

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children arrive at the setting happy and separate from their parents with ease. Staff ensure that children feel safe and secure. They develop positive relationships with children. Staff are sensitive to children's needs. They approach children with warmth and comfort them. Children are independent learners. For example, in the baby room children learn to feed themselves from an early age. They continue to develop these skills as they move on to each stage in the nursery. By the time children are ready to start school, they have the skills they need. For example, children help to set the table for lunch and serve themselves their meals. They make choices about what they would like to eat and drink. This helps to develop children's confidence. Staff have high expectations for all children.

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The provision is good

Children develop their curiosity and imagination. They show excitement and anticipation as they drop objects down a tube to see how fast it can go. Children enjoy using the many resources provided for them. They are enthusiastic as they go in and out of wooden structures. They listen as they make sounds with metal pans and wooden spoons. Children laugh and show interest as they blow flour from their hands to see what happens. They explore different textures and materials and talk about the way they feel.

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The provision is good

Children easily follow familiar routines at the setting. They demonstrate good listening and attention skills. For instance, children come inside and wash their hands after playing outdoors. They sit and wait patiently at the table while snack arrives. They sit on the carpet at group time and join in with familiar songs and stories.

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need to do better?

n Children's behaviour is good across the whole setting. Staff are sensitive to children's needs and they explain to children what is happening and why. For example, children are encouraged to share with each other. Staff talk to children about emotions and label children's feelings. n The manager has recognised the impact of the pandemic on some children's social and emotional development. As a result, she supports staff to help children develop their social interaction. For instance, children are encouraged to participate in group activities. Staff engage with children at the child's level, as they sit on the floor with children during circle time. n Staff talk to children consistently and often during children's play. They label the names of animals and children repeat the words back. Staff build anticipation and say, 'ready, steady go' as children push trains and cars around tracks. n Staff ask children questions as they play alongside them. However, some staff

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need to do better?

do not always give children time to answer the questions that are being asked of

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need to do better?

21 December 2021 them. While staff are enthusiastic and engaged with children, this does not give children time to think for themselves and limits the opportunities to further develop their own critical thinking skills. n Staff support children to develop their physical skills. Parents describe how their children can now hop, run, jump and throw a ball since they have been attending the setting. n Staff encourage children to take risks. They encourage children to experiment with different objects. For example, staff supervise as children use a juicer with oranges and other fruit. Children try the juice that they have made themselves and talk about what it tastes like. n Staff develop positive relationships with families. They do this right from when children start at the setting. Staff ask parents about their children and use this to find out about what children know and can already do. In particular, this is

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need to do better?

helping to support children with special educational needs and/or disabilities. Staff identify where extra support is needed and they do this in a timely manner. n The manager monitors staff practice across the setting. She has developed processes such as practice observations where staff observe each other as they engage with children. This helps staff to develop the quality of their interactions. However, this is not being fully utilised to further develop some staffs skills, such as how they model language to children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff understand how to keep children safe. They carry out risk assessments to ensure that the environment is safe and secure for children. Risk assessments are reviewed and updated when changes need to be made. All staff have knowledge and up-to-date training in a range of safeguarding issues. They understand what they must do if they have concerns about children's safety and well-being. Procedures are in place to manage allegations against staff.

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should:

n develop existing supervision sessions to support staff to help to enhance their skills of how they model language to children n ensure staff give children time to answer the questions they are asking them to further develop children's critical thinking skills.

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Setting details

Unique reference number EY367827 Local authority Calderdale Inspection number 10215901 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 115 Number of children on roll 204 Name of registered person Bridge End House Nursery Ltd

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reference number

Telephone number 01484 719179 Date of previous inspection 12 September 2018

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Information about this early years setting

Bridge End House Nursery Ltd registered in 2008. The nursery employs 15 members of childcare staff. Of these, 14 hold appropriate early years qualifications at level 3 or above, including two members of staff who hold early years teacher status. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The provider and the inspector completed a learning walk together. They discussed how the provider organised different aspects of learning. n Children spoke to the inspector about the activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the provider. n The inspector observed teaching and held discussions with staff members about the work that they do. She talked to the provider about how they evaluate the provision. n The manager and the inspector completed a learning walk together. n The inspector carried out joint observations of activities with the manager.

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Inspection activities

We carried out this inspection 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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Inspection activities

21 December 2021 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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