Bright Kiddies

Inspection of Bright Kiddies 2nd Sea Scouts, Durrington, Worthing, West Sussex BN13 2RH

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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 happy and excited to begin their day. They separate from their parents with ease as friendly practitioners welcome them inside. Children feel safe and secure. They build sensitive relationships with practitioners, who know them well. Children self-register their attendance with confidence. They find their names and place them on the board. Children begin to develop good independence skills.

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The provision is good

Leaders have high expectations for children's behaviour. Children talk about rules at carpet time each day. For example, they discuss the importance of 'kind hands'. Practitioners support children to understand how to share with their friends. They teach children to use sand timers to help them take turns fairly. Children use these independently during play. They develop a good understanding of what is expected of them.

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The provision is good

Practitioners create and provide a range of exciting activities. They thoughtfully arrange resources that build on what children are interested in. Children explore the bug tray and use magnifying glasses to look for toy bugs in the soil. Practitioners play with children and provide them with language such as 'scorpion' and 'grasshopper'. Children engage in their play and develop positive attitudes to learning.

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need to do better?

n Leaders ensure that all children have access to their full entitlement of early education. Where children have special educational needs and/or disabilities (SEND), leaders work effectively with families and professionals. They work together to ensure that children receive a shared approach to their learning. This supports children to achieve the best outcomes. n Practitioners support children to develop strong physical skills. They arrange climbing equipment and obstacle courses to challenge children's abilities. Children build confidence as they climb, jump and balance. Practitioners adapt their support, depending on children's level of ability. Children develop good decision-making skills as they learn to manage risks for themselves. n Practitioners build strong partnerships with parents. They share information about what children have been learning. Parents explain that children are happy and settle quickly. They discuss how their children benefit from enriching

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need to do better?

experiences, such as yoga and children's fitness sessions. Parents are also provided with information about how to support children's learning at home. n Children listen intently as practitioners read with excitement and enthusiasm. They use animated voices to further stimulate children's interests. Children look at books in the garden and often take them to practitioners to read together. Children develop a love of reading.

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need to do better?

11 June 2024 n Practitioners promote children's independence skills to support their transition to school. Children carry out hygiene routines themselves, such as washing their hands and toileting. Practitioners perform care routines sensitively. They promote positive conversations during nappy changing and explain each step to children. Children's knowledge of positive personal care routines is increased. n Practitioners enhance children's communication skills. They talk about activities and discuss celebrations that have happened in the community. Children speak to the group about their news at carpet time. They develop good conversational skills and speak with confidence. n Leaders plan a broad and interesting curriculum that inspires and motivates children. Practitioners know children well and plan for the next steps in their learning. Occasionally, during activities, staff do not recognise when to extend

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need to do better?

children's understanding to build further on what they know and can do. n Practitioners support children to build on their mathematical skills. They provide activities that encourage children to recognise numbers. Children match these numbers with groups of objects and count with confidence. Practitioners adapt these activities to engage children at different levels of ability. Children develop mathematical understanding that is appropriate for their age. n Leaders provide high-quality training opportunities. They ensure that practitioners receive effective supervision that supports further professional development. Leaders and practitioners engage in courses that promote their understanding of supporting different groups of children. Leaders strive to continually raise teaching standards.

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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 develop staff's questioning techniques to provide greater challenge to children and extend their learning further.

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Setting details

Unique reference number EY500274 Local authority West Sussex Inspection number 10350920 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 Sessional day care

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inspection

Total number of places 30 Number of children on roll 43 Name of registered person Bright Kiddies Ltd

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reference number

Telephone number 07443344669 Date of previous inspection 13 September 2018

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Information about this early years setting

Bright Kiddies registered in 2014. The setting employs eight members of childcare staff. Of whom, seven hold appropriate early years qualifications between level 3 and level 6. The setting opens from Monday to Friday, during term-time only. Sessions are from 8.30am to 3pm. The setting 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 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 manager joined the inspector on a learning walk and talked about the curriculum and what they want their children to learn. n Staff spoke to the inspector during the inspection. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector spoke to several parents during the inspection and took account of their views. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

11 June 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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