Bright Futures Nursery School

Bright Futures Nursery School

Unique reference number (URN): EY448711 Address: AG6, Alder Grange Technology Community School, Calder Road, Rawtenstall, Lancashire, BB4 8HW Type: Childcare on non-domestic premises Registered with Ofsted: 20/08/2012 Registers: EYR Registered person: Bright Futures Early Learning

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children enjoy sessions in the forest. They look forward to the activities that take place there. Children enjoy taking care of the pet rabbit during these sessions. This helps them to learn how to care for living things.

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Achievement Expected standard

Children make progress from their starting points, including children with special educational needs and/or disabilities and children who may face barriers to their learning. Babies enjoy exploring resources with their key person. Older children enjoy being creative through a range of activities on offer.

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Achievement Expected standard

Children are developing their independence skills well at the nursery. Children follow instructions, such as helping to tidy up after activities and putting on their own coats. This supports children for their transition to school.

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Achievement Expected standard

Children develop their language and communication skills well. Children enjoy taking part in singing sessions, such as 'what's in the box'. Children are excited to wait for their turn and find out what is in the box. This supports children's early language skills.

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Achievement Expected standard

Children enjoy sharing stories, including library sessions, which the children enjoy taking part in. Children learn how to handle and care for books. Children foster a love of books. This supports their early literacy skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are positive role models at the nursery. Staff consistently remind children of the rules of the nursery. Children respond well to the instructions given and learn what is expected from them. Children know the daily routine well and help to tidy up when it is time to transition to the next activity. At times, noise levels can be distractive to children when learning is taking place, and children become disengaged.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote the importance of good attendance at the nursery and support families with sessions that are best suited for each child. Staff adapt learning to support children with special educational needs and/or disabilities or children who may face barriers to their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff help children to learn to take turns and share with their friends. Children are learning how to develop their empathy skills and talk about feelings. They are developing their independence skills at nursery. For example, they are learning to put on their coats and hang them up after going outdoors. Children also collect their lunches and scrape them away after they have finished. This supports them for their future learning and in preparation for starting school.

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Children's welfare and wellbeing Expected standard

Leaders and staff take time to get to know each child's family to ensure that they know their key child and how to support them in nursery. Tailored plans are in place for children with special educational needs and/or disabilities or who may face barriers to their learning. Parents and carers feel very well supported and say that the nursery leaders and staff 'really care'. Children have warm bonds with their key person and seek support throughout the day when needed. This supports children's emotional development well.

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Children's welfare and wellbeing Expected standard

Children's care needs are met; staff ask children's permission to change their nappies. Children wash their hands before mealtimes. However, on occasions, staff are not quick to respond to supporting children in wiping their noses. Safer sleep practice is followed at the nursery. However, leaders and staff must complete robust risk assessments to ensure that beds are in good condition and replaced swiftly.

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Children's welfare and wellbeing Expected standard

Children enjoy outdoor play and exercise at the nursery; older children eagerly get their coats on to play outdoors and learn how to play cricket. Children follow instructions well and learn to play as a team. Children's physical development is supported well.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide children with home-cooked, nutritious meals. Children enjoy mealtimes at nursery. Staff use mealtimes to encourage healthy choices to support children to lead a healthy lifestyle.

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Curriculum and teaching Expected standard

Leaders and staff have a clear vision of what they want children to know and do. They have detailed curriculum plans that weave through each room. Leaders and staff sequence their curriculum well. The children enjoy traditional story tales. They enjoy taking part in various activities to support their learning. For example, children explore making houses out of twigs that have been collected from the forest. Older children use their imagination skills well. Children design their houses using 'long', 'big' and 'small' twigs. They then talk about the shape of the house, counting the sides. Younger children play in the sand, filling and pouring. Staff are skilful in challenging children's thinking skills. They talk to the children about size and capacity. This supports children's mathematical development. Children make good progress in their language and communication skills. Staff provide high- quality teaching for all children, including children with special educational needs and/or

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Curriculum and teaching Expected standard

disabilities, children who may face barriers to their learning and children who speak English as an additional language. Children enjoy taking part in activities that support them to talk about their differences and similarities to each other. They learn about body parts and talk about the colours of hair and eyes through the activities provided. Leaders and staff provide an inclusive environment for all children. They provide experiences for children to take part in cultural celebrations, such as Chinese New Year. This supports children's understanding of the world around them.

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Curriculum and teaching Expected standard

Staff have warm and responsive relationships with all children. Children seek comfort from staff members when needed. This shows that children feel safe and secure at the nursery. Children's physical development is supported well; younger babies move around using furniture to help themselves stand up. Older children enjoy activities on large and small scales. For example, children enjoy taking part in a cricket session outdoors. Children listen and work together to follow the staff's instructions. This supports them to build positive relationships.

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Inclusion Expected standard

Leaders and staff follow a graduated approach to complete assessments to support early identification for children with special educational needs and/or disabilities and children who may face barriers to their learning, including children who speak English as an additional language. They monitor progress through targeted support plans. These plans are supported by outside agencies and parents to ensure that children get the support they need.

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Inclusion Expected standard

Leaders support families to access additional support outside of the setting, such as the local family hub, where they are able to support families further.

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Inclusion Expected standard

Leaders utilise additional funding, such as early years pupil premium, to tailor support for children through a range of experiences at the nursery. Funding is used to support children's needs and interests at the nursery. Leaders regularly monitor the impact of this.

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Inclusion Expected standard

Staff work with external agencies to support children's individual needs. For example, leaders have supported families in receiving the right support and help for their child's learning and development.

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Inclusion Expected standard

Leaders and staff make adaptations where needed to support children during their time at nursery. However, at times, children with sensory needs do not always have risk assessments to support them fully at nursery.

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Leadership and governance Expected standard

Leaders have a clear vision of where they want the nursery to be. They share this with the staff team. Staff report that they feel very well supported at the nursery and say their workload is manageable. Staff's wellbeing is given priority by the leaders of the nursery. They complete regular supervisions to help support and enhance staff's practice. Staff have regular training and feedback on how this has supported them in their practice. Leaders have an accurate understanding of the nursery's strengths and their key priorities. They have a commitment to ensuring that the nursery strives forward. Leaders are supported by governance to put the nursery in the heart of everything they do.

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Leadership and governance Expected standard

Leaders work closely with parents/carers to ensure that they are supported and feel able to share any worries they may have. Leaders support all families to ensure that all children's individual needs are met. Leaders make decisions in the best interests of all children, including children with special educational needs and/or disabilities or who may face barriers to their learning. Leaders reach out to outside agencies to support families even further when needed. Parents and carers say that they feel the nursery has helped and supported them to ensure their children are able to grow and make progress.

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What it's like to be a child at this setting

Children arrive happy at the nursery and separate well from their parents and carers ready to start their day at nursery. Staff know their key children well. They know what children can do and what their next steps are. Children show that they feel safe and secure in the nursery environment. Children benefit from the experiences provided at the nursery, such as sessions in the forest where children become excited about what activities will take place.

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What it's like to be a child at this setting

The nursery has a well-sequenced curriculum to support all children through the 7 areas of the early years foundation stage. Children are motivated to learn through the array of activities on offer to explore. Children enjoy painting using fresh flowers. They mix paints to make chosen colours. This supports children to experiment and explore using their imagination and thinking skills.

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What it's like to be a child at this setting

Children behave well and any minor disagreements are dealt with quickly. Staff remind children of the nursery rules. This helps to support children's behaviours and attitudes at nursery and prepare them for school. Children enjoy using their imagination skills. They enjoy dressing up and dancing. Children benefit from the sensory room to explore and move around in. This supports their personal, social and emotional development when they need to have a calming environment.

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What it's like to be a child at this setting

Children are motivated to learn. They enjoy singing and sharing stories with the staff at the nursery. This supports children's language and communication skills well. Leaders and staff share the importance of children's attendance with parents and carers to help support routines and early education and prepare them for their transition to school.

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Address:

AG6, Alder Grange Technology Community School Calder Road Rawtenstall Lancashire BB4 8HW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Futures Early Learning

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

Develop strategies to manage noise levels during learning activities to ensure that children's learning is not affected. Strengthen hygiene procedures and risk assessments to help children develop consistently good hygiene practices.

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About this inspection

The inspector spoke with leaders, practitioners, trustees, parents and carers, and children during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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