Bright Lights Day Care

Inspection of Bright Lights Day Care Great Valley Children's Centre, Great Arthur Street, SMETHWICK, West Midlands B66 1DH

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Overall effectiveness Requires improvement

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

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The provision requires improvement

In addition to the impact of the COVID-19 pandemic, there have been significant changes in the management team, which have negatively impacted staff and the support they receive. This has led to inconsistencies in the quality of education. Overall, children make steady progress and there are secure arrangements in place to support children with special educational needs and/or disabilities. However, not enough is done to ensure all children reach their full potential. This includes those children in receipt of additional funding.

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The provision requires improvement

Children's learning experiences vary. For example, staff give children a photo which allows them to partake in self-registration and they receive their own peg and tray to store their belongings. This helps to promote children's independence. However, new children do not receive this opportunity from the start. This hinders their sense of belonging. Despite this, children learn about themselves and the other children in the group. For example, they explore what they look like in a mirror, which helps them to create a representation of their face from play dough.

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The provision requires improvement

Children engage happily in familiar routines. For example, when staff shake a tambourine, children know it is time for snack. They feel safe to make choices about whether they wish to join the activity. Children partake in positive group times where they develop healthy relationships with peers. For example, they practise turn taking as they pass a musical instrument around the group.

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need to do better?

n Children's learning outcomes are affected by the changes in the management team. Although there are some measures in place to identify those children with lower starting points, not enough is being done to address specific areas of concern. For example, staff do not always provide children with targeted support to guide learning. This impacts children's ability to make rapid progress. n The nursery's responsible person is also the headteacher at the local school. Therefore, expectations for what children need to learn are clear. However, staff have not yet completed the required progress checks for all children at age two. This means they cannot effectively assess children's needs early and prepare them for the next stage of their education. n Not enough is done to help children to settle, including those who speak English as an additional language. For example, staff do not gather enough information

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need to do better?

from parents before children start. This impacts how staff plan for individual children's needs. However, staff genuinely care about the children, and take time to get to know them well. For example, when new children start, staff try hard to understand their individual interests. They model play and introduce toys slowly. This has a calming effect on children and helps them to settle.

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need to do better?

20 September 2022 n Bilingual staff bridge the communication gap between key people and parents. Despite this advantage, communications with parents are not consistently strong. For example, staff do not always provide parents with the opportunity to contribute towards children's assessments, and expectations for procedures are not shared effectively. This negatively impacts parent partnerships. n Staff promote children's communication skills. For example, they introduce early nursery rhymes and encourage children's input when reading traditional fairy tales. At times, staff do not discuss positive behaviours with children to ensure they fully understand why their behaviours are not acceptable. This hinders children's knowledge of the impact their actions may have on others. n Children benefit from eating their lunch in a calm and sociable environment. They receive support that contributes to their positive relationships with food.

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need to do better?

For example, staff utilise lunchtimes to enhance children's fine motor skills and introduce age-appropriate mathematics. Children practise hand-to-eye coordination as they stab their food with a fork. Staff request children eat 'two more pieces of pasta', which encourages children to count and to eat more. n Children have opportunities to develop their imaginative skills. They model what they see in everyday life. For example, children pretend to be a shopkeeper. They say, 'Bread costs £45'. This shows mathematical concepts are being absorbed and used to enhance children's independent play. n Arrangements for staff's continuous development are not yet effective because the manager does not fully monitor staff performance to identify where they can improve skills and knowledge. This negatively impacts the smooth running of the provision.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff receive training to update their safeguarding knowledge, including knowledge of the 'Prevent' duty and female genital mutilation. They know to work closely with school staff to safeguard children when siblings attend the school. This ensures a collaborative approach to safeguarding. The manager and staff know the relevant agencies and the correct procedures to follow should they have concerns about a child's welfare and/or allegations against staff. New staff reflect on notes taken from the nursery's safeguarding policy to increase their confidence of procedures. Managers have procedures in place to ensure that staff are suitable to work with children.

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Due date

20 September 2022 help staff ensure that all identified children receive early targeted support to guide learning and development 18/10/2022

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Due date

ensure that the progress check is carried out effectively for all children aged two and results are shared with parents 18/10/2022

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Due date

enhance arrangements for settling children, including information gathered from parents about children's interests, routines, and what they know and can do, to support planning from the outset 04/10/2022

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Due date

strengthen information sharing with parents to ensure a collaborative approach to meet the needs of all children 04/10/2022

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Due date

embed arrangements for supervision and performance management to ensure staff receive the individualised support and training they need to improve skills, knowledge and the quality of their practice. 18/10/2022

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should:

n support children to understand their own behaviours and the impacts of their actions.

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Setting details

Unique reference number EY338976 Local authority Sandwell Inspection number 10071886 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 36 Number of children on roll 56 Name of registered person Galton Valley Governing Body

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reference number

Telephone number 01215650993 Date of previous inspection 23 October 2015

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Information about this early years setting

Bright Lights Day Care registered in 2006. It is situated in purpose-built premises in Smethwick, Sandwell. The nursery employs seven members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 and above. The nursery opens from Monday to Friday, for 38 weeks of the year. Sessions are from 8am until 4pm. The nursery provides funded early education for two-, three- and four-year-old children.

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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. n The manager and the inspector completed a learning walk. n The inspector carried out a joint observation with the manager. n The inspector observed interactions between staff and children throughout the day and evaluated the impact on children's learning. n The inspector held discussions with the manager, staff, and children during the inspection, and considered the views of parents. n The inspector reviewed relevant documentation, including evidence of the suitability of those working with children and registration certificates.

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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

20 September 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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