Bright Beginnings

Inspection of Bright Beginnings Caretakers Bungalow, Bedale High School, Fitzalan Road, BEDALE, North Yorkshire DL8 2DU

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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 are happy and thoroughly enjoy spending time at this warm and well- organised nursery. Staff offer a nurturing and stimulating learning environment. Children's smiles show that they feel happy and safe. The nursery benefits from a consistent staff team, who have worked together over many years. Staff form close relationships with children, and their interactions are extremely positive. They genuinely care about the children in their care. Staff take the time to get to know each child and their families well.

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The provision is good

Children leave their parents and carers confidently at the door. They settle quickly at their chosen activities. Staff plan these based on children's likes and interests. For example, babies enjoy exploring dough. Staff help them to develop their small physical movements and encourage them to try things for themselves. Children use different objects to roll, poke and squeeze the dough. Older children have a keen interest in tadpoles. They use binoculars and magnifying glasses to examine the tadpoles and enjoy drawing what they can see. Staff take advantage of this to further extend children's knowledge about the life cycle of a frog.

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The provision is good

All staff are attentive and are good role models. They have high expectations. Children understand these expectations and demonstrate excellent manners and behaviour. All children make progress from their starting points in development.

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need to do better?

n Staff support children's communication and language development well. They use resources, such as 'babble bags', enthusiastically and encourage children to interact with the props. For instance, staff encourage children to identify farm animals and the sounds they make. This supports children's growing speech and vocabulary. n Staff promote children's literacy well throughout the nursery. They have created story sacks, which contain puppets and props, that excite children. Children take story sacks home to share with their parents. This helps to enhance children's love of reading. n Staff plan activities and experiences that are based on what children are interested in. However, there are times when staff do not fully understand the intent for planned activities. This means that children's learning is sometimes more incidental than purposeful. n The nursery cook provides children with freshly cooked and nutritious meals and

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need to do better?

snacks. Staff model good handwashing procedures, and children enjoy singing the specially composed songs, knowing that they need to 'get the germs away'. This supports children's health and well-being. n The manager has fully considered the impact that the COVID-19 pandemic has

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need to do better?

17 April 2024 had on some children's social and communication skills. For instance, she made videos of staff reading stories and singing songs to provide more emotional support for children who were anxious. This has allowed children to feel more comfortable on returning to the nursery. n The knowledgeable special educational needs coordinator (SENCo), who is also the manager, knows children's needs well. She ensures that any concerns are brought to the attention of parents quickly and puts strategies in place straight away. This ensures that gaps in children's development close quickly. n There is a secure key-person approach across the setting. Children have built trusting relationships with those staff looking after them. For example, babies enjoy cuddles with their key person and give them eye contact while playing a game of peekaboo. Staff plan children's transitions to new rooms well, which are

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need to do better?

based on their individual needs. This helps children to feel safe and secure. n Staff encourage children to develop social skills. For example, they demonstrate how to take turns. Staff praise children when they are kind and considerate to others. They involve older children in day-to-day jobs, such as 'lunch monitors'. This helps children to feel confident and develops their self-esteem. n Partnership with parents is good. Parents speak extremely highly of the nursery. They describe the staff as an extension of their family. Parents feel that they are listened to and give huge praise to the 'kind and caring' staff team. n The dedicated and passionate manager ensures that staff receive the mandatory training they need. However, the manager has not yet focused professional development on enhancing staffs knowledge and practice to a higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen the planning and implementation for some adult-led activities to further build on what children know and can do n develop opportunities to extend staff's knowledge and practice to an even higher level.

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Setting details

Unique reference number EY359478 Local authority North Yorkshire Inspection number 10335763 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 38 Number of children on roll 90 Name of registered person Bright Beginnings Day Care (2007) Limited

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reference number

Telephone number 01677 422941 Date of previous inspection 27 June 2018

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Information about this early years setting

Bright Beginnings registered in 2007 and is located in Bedale, North Yorkshire. The nursery employs 10 members of childcare staff. Of whom, six hold appropriate early years qualifications at level 3 or above, including the manager who holds early years professional status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am to 6pm. 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 nursery 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 nursery. n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years foundation stage curriculum. n Children spoke to the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the nursery. n The SENCo spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of a communication and language

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Inspection activities

activity with the manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

17 April 2024 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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