Bright Sparks

Inspection of Bright Sparks Village Hall, Pound Street, Ebbesbourne Wake, SALISBURY, Wiltshire SP5 5JF

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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 this setting excited. They want to use new words that they learn in their play and are encouraged to use at home. Children find objects that can float and sink, and construct their own floating boats they have made with their parents. They confidently share their ideas and listen to staff demonstrating different tenses, for example 'sink', 'sunk', 'sinking'. Children grow in confidence and staff encourage them to be independent. Children patiently use sand timers to wait for their turn on equipment. They notice when others are waiting and ask, 'Do you want to have a go?'.

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The provision is good

Children enjoy stories and songs which staff read and sing with them. They love to sit on the sofa together, listen carefully and join in with songs and rhymes throughout the day. At snack times, children develop speaking and social skills. Staff have conversations with them and teach them to talk in sentences. Children also enjoy taking responsibility for pouring their own drink and preparing their own food. During the COVID-19 pandemic, leaders reduced the risk of infection to children by carefully modifying activities. They are gradually reintroducing previously established routines, such as children 'buying' their own healthy snack with pretend money.

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need to do better?

n Staff carefully consider what they want children to learn over time. They provide fun, purposeful activities that encourage children to use words to describe what they can see and feel. Staff are knowledgeable about the sounds that make up words and draw children's attention to these. In their own play, children say sounds that they hear in their own names. Older children make meaningful marks with brushes and pencils to represent letters as they build the early skills needed to read and write. n All staff share their love of books with children and tell stories that engage them. Leaders provide a wide range of books. They have considered how rhymes, stories and non-fiction texts give children different and more complex language experiences than speaking alone. Staff also use books throughout the environment to extend children's learning. For example, alongside a tank of tadpoles that children observe, they use nature books to help them explain the

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need to do better?

life cycle of a frog. n Leaders have designed the environment so that children can explore and practise what they have learned in all areas of learning. This includes mathematics. Children use resources to count, recognise numbers and play games to help build their concept of the value of numbers. Staff skilfully interact with children to promote mathematical vocabulary that will help their future learning.

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need to do better?

5 April 2022 n Children learn about where they live and about other cultures. They go on walks in the local area and visiting farms. Parents share cultural celebrations and cook international foods for children to try. n Children behave well. Staff calmly remind them of the rules of the setting. They teach children about the different emotions that they experience and how to manage these. Sometimes, staff intervene too quickly when older children are negotiating taking turns in their play. n Leaders and staff know children well. They provide a balance of focused learning and playing that meet children's needs. While these activities are structured throughout the day, occasionally, children have to wait too long during changeover times. n Leaders quickly adapt the setting to meet the needs of children with special educational needs and/or disabilities. They work closely with parents and external agencies to ensure that staff receive specialist training.

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need to do better?

n Leaders know the importance of preparing children for their next stage of their learning. They arrange visits with local teachers and help children practise key skills independently that will help them when they start school. n Parents speak highly of the setting. They consider themselves to be partners with staff to support the development of their child. Parents trust staff and explain how the setting acts on any concerns that they have. They say that their children have learned a lot. Parents state that they have been kept informed so that 'we can continue themes of learning while at home'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders know their responsibilities and duty to keep children safe. Staff have a good knowledge of the signs and symptoms of neglect and abuse. They attend training to broaden their understanding of wider safeguarding issues, such as the 'Prevent' duty and female genital mutilation. Leaders make sure that training is shared during team meetings, so staff have a consistent understanding. All staff know the reporting procedures to make safeguarding referrals or report a concern about a colleague if needed. Leaders follow safer recruitment procedures to ensure suitable staff are working with children.

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should:

n improve the organisation of changeover times to help children maintain their good behaviour n give older children time to negotiate taking turns in their play before intervening.

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Setting details

Unique reference number 161979 Local authority Wiltshire Inspection number 10232705 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 26 Number of children on roll 16 Name of registered person Bright Sparks Nursery School Partnership

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reference number

Telephone number 01722 781069 Date of previous inspection 8 November 2016

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Information about this early years setting

Bright Sparks registered in 1991. It is privately owned and operates from the village hall in Ebbesbourne Wake, Wiltshire. The nursery opens five days a week during school term time and three days per week during some school holidays. It operates from 8.30am until 5pm for 46 weeks a year. The nursery receives funding to provide free early education for children aged three and four years. There are six members of staff, including the two owners. All staff hold an early years qualification at level 3.

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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 inspector observed leaders and staff interacting with children indoors and outdoors. n The leaders and the inspector completed a learning walk and discussed the setting early years curriculum. n The inspector spoke to children about what they are learning. n The inspector talked with parents, staff and leaders at appropriate times during the inspection and took their views into account.

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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

5 April 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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