Bright Ideas Pre-School Otley

Inspection of Bright Ideas Pre-School Otley Cross Green Youth & Community Centre, Cross Green, OTLEY, West Yorkshire LS21 1HD

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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 separate from parents at the pre-school gate with an eagerness to start the day. Staff greet children with a friendly and cheery smile and chat to parents about how their children have been. Children benefit from a curriculum that helps to build their communication and language skills. They engage in conversations with staff as they join poles together to create dens in the outside area. Children begin to use mathematical language as they play. For instance, they measure how high they can make the den and make comparisons between the height of themselves and others. Furthermore, children spend time filling and emptying containers during water play games. They use language such as 'heavy' and 'full' as they learn about volume and weight.

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The provision is good

Children use small tools to dig in flowerbeds to look for minibeasts. They talk about the different insects they find and what type of things they might eat. This helps to develop children's awareness of the natural world. Children show imaginative skills. They participate in pretend play games. For instance, children use an electronic till and pretend to go shopping. They serve play food to others and ask staff what they would like to order.

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need to do better?

n Children develop good hand-eye coordination. They connect wooden track pieces together to create long structures before moving toy trains back and forth. Children spend time attaching Easter themed materials onto small trees during craft activities. n Staff promote healthy choices during mealtimes. Children are encouraged to serve themselves and pour their own water. They follow good hygiene practices throughout the pre-school session. Children are physically active. They run, skip and jump in the spacious outdoor area. They use balls and participate in racing games. Children learn about different speeds as they roll balls along the ground. n Parents talk about how their children have settled at the pre-school and show close relationships to staff. They are kept informed about their children's learning and receive regular assessments and photo through a secure, online platform. Parents are invited to share their views and are provided with activity

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need to do better?

ideas to help continue their children's learning at home. n Children behave well and engage in play. Staff are caring and nurturing in their approach. However, they do not extend children's experiences of forming secure friendships with their peers. For instance, some children prefer the company of adults and spend less time engaging in larger group activities. n The provider completes supervision sessions with the highly qualified staff team. She identifies training during observations of practice. The provider and staff share planning, observations and assessments of children's learning to help

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need to do better?

23 March 2022 identify what children need to learn next. The provider places a strong emphasis on promoting staff's well-being, during regular conversations and meetings with them. n Children with special educational needs and/or disabilities are supported to develop an awareness of the next stage in their routine. Staff use visual aids and encourage children to recall what happens next. This helps children to prepare well for transition periods. n Children are equipped with key skills needed for their eventual move to school. They show an interest in story books, songs and rhymes. Children show that they are motivated to learn. However, staff do not sharpen their teaching to differentiate teaching for the most-able children and to help focus their learning. n The provider and staff complete regular risk assessments to ensure that the safety of the premises is maintained. This means that no unauthorised persons

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need to do better?

can enter the setting. Staff complete observational checks on the premises, before and after children arrive at the setting. Toys and resources are routinely checked to help ensure that there are no broken parts. This helps to promote children's safety.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The provider and staff demonstrate a clear understanding of safeguarding practices and policies. They work closely with external professionals and know the procedures to follow in the event of a concern about the welfare of a child. The provider understands her responsibility to report any allegations against staff and promotes the safe use of mobile phones and cameras within the setting. She ensures all staff receive regular training and are aware of their roles and responsibilities, including raising concerns about the practice of others. This helps to keep children safe from harm. Staff are aware of the possible indicators that children and families may be being exposed to extreme views and behaviours.

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should:

n build on children's experiences of forming secure friendships with their peers and extend collaborative play n sharpen teaching to help provide further challenge for the most-able children and to help focus their learning.

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Setting details

Unique reference number EY448105 Local authority Leeds Inspection number 10229617 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 21 Number of children on roll 33 Name of registered person Hayton, Lisa Jo-Anne

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reference number

Telephone number 07563835293 Date of previous inspection 5 December 2016

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Information about this early years setting

Bright Ideas Pre-School Otley registered in 2012. The setting employs five members of childcare staff. Of these, all hold appropriate early years qualifications at level 2 and above, including one at level 6. The setting opens from Monday to Friday during term time. Sessions are from 9am until 3pm. The setting provides funded early education for two-, three- and four-year-old children and supports children who speak English as an additional language.

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The provider completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to several parents during the inspection and took account of their views.

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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

23 March 2022 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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