Bidford Bright Stars Nursery

Inspection of Bidford Bright Stars Nursery Cosmic House, Chestnut Way, Bidford On Avon, Warwickshire B50 4GA

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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 Requires improvement

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The provision is good

Since the last inspection, leaders and staff have reflected on practice and made positive improvements. All staff offer a warm welcome to children as they start their day at nursery. They take extra special care to ensure children feel safe. Staff come down to children's eye level and provide comforting reassurance if they are feeling a little unsure. This supports children to develop secure relationships to help them feel safe and secure.

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The provision is good

Staff have high expectations for children's behaviours. They model kind and respectful interactions, which helps children to learn how to manage their own feelings. For instance, when children face conflict during play, staff work with them to resolve this. Children respond positively and as a result learn to take turns and play cooperatively together. Children enjoy varied opportunities to develop their physical skills in the garden. For example, children build with planks and crates to create obstacles. This helps to build their confidence in climbing and balancing.

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The provision is good

Children benefit from a broad curriculum that is ambitious and inclusive. They make informed choices in their play and confidently follow their own thoughts and ideas. For example, they select the tools they want to use as they play with mud. Staff support children to use a variety of communication strategies, including sign language. This helps them to make their wishes known.

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need to do better?

n There is clear oversight of the setting, and management has refined the induction and supervision process to support staff in their roles and responsibilities. This has resulted in a positive impact across the nursery. Leaders support staff by offering a range of training for their professional development. Staff attend regular supervisions, and leaders offer well-being sessions for additional support. This has raised the morale of staff, and they said they love working at the nursery. n Staff plan activities for children to develop their emerging skills. However, there are times when staff do not always fully consider the correct sequence of learning and how they are going to adapt their teaching to support children's development. When children practise scissor skills and sometimes struggle to hold them correctly, some staff do not always consider the stages of development in preparation for learning this skill. This means not all children's

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need to do better?

learning is precisely sequenced to support them to build on what they already know and can do. n Staff provide an inclusive environment that includes all children in daily experiences. Staff work closely with parents and other professionals to ensure all children receive timely support for their development. Regular sharing of support

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need to do better?

29 April 2025 plans with parents and professionals for children with special educational needs and/or disabilities (SEND) ensures a collaborative approach to support expected progress of their development. n Children access sensory trays to build on their interests. They explore these with filling and emptying containers with different sensory resources. However, they quickly lose interest because staff do not always assess when these require replenishing or further challenge to support children's critical thinking or investigation skills effectively. This means not all children's learning is always extended or supported to the highest possible level. n Parents share that all staff are approachable and extremely supportive. Parents cite communication as one of the biggest strengths of the setting. They feel involved and well informed about their children's learning and development and appreciate the feedback they receive from their child's key person.

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need to do better?

n Staff nurture babies to explore their learning environment. Interactions between staff and babies promote their physical and emotional well-being. Care routines are respectful and maximise opportunities for communication. Babies confidently bring books to staff and snuggle in as they share stories. This supports babies' early literacy skills as together, they turn the pages and point to the pictures. n Staff support children to develop their independence. They offer appropriate praise and encouragement as children persevere with self-care tasks, such as putting on their shoes and washing their hands. Older children develop the skills needed to competently pour their own drinks and clear away after lunch. Staff enable children to develop important life skills, such as using cutlery from an early age. This helps as children transition from room to room across the setting, as well as supporting the transition to school.

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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 support staff to sequence learning opportunities more effectively in order to sharpen the focus on what they want children to learn next n strengthen planning to extend opportunities for exploratory and investigative play in order to extend children's critical thinking skills even further.

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Setting details

Unique reference number 2539493 Local authority Warwickshire Inspection number 10362384 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 100 Number of children on roll 162 Name of registered person Bidford Bright Stars Limited

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reference number

Telephone number 0330 056 4100 Date of previous inspection 16 July 2024

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Information about this early years setting

Bidford Bright Stars Nursery registered in 2019. The nursery employs 39 members of childcare staff. Of these, one holds an appropriate childcare qualification at level 4, 13 at level 3 and nine at level 2. There are five apprentices, four unqualified and seven support staff. The nursery is open for 51 weeks a year, Monday to Friday, from 7.30am to 6pm, except for public holidays, and offers funded early education for all children.

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Inspection activities

n The manager joined the inspectors on a learning walk and talked to the inspectors about their curriculum and what they want the children to learn. n Children and staff spoke with the inspectors during the inspection. n Staff spoke to the inspectors about how they support children with SEND. n The inspectors observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspectors spoke with the nominated individual and manager about the leadership and management of the setting. n The manager showed the inspectors documentation to demonstrate the suitability of staff. n The inspectors spoke to several parents and reviewed written feedback during the inspection and took account of their views. n The manager and the inspectors carried out joint observations.

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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

29 April 2025 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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