Bright Sparks Day Nursery & Pre-School

Bright Sparks Day Nursery & Pre-School

Unique reference number (URN): 2528505 Address: King's College Hospital Nhs Foundation Trust, Orpington Hospital, Sevenoaks Road, Orpington, Kent, BR6 9JU Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/2019 Registers: EYR Registered person: King's College Hospital NHS Foundation Trust

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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 Strong standard

All children are highly prepared for the next stage in their education, including those with barriers to learning. They demonstrate excellent confidence in self-care skills, which prepares them for school. For example, older children use china plates, glass cups and knives and forks with ease. They take turns in being helper for the day and set the table for their friends. Toddlers pour their own milk from a jug with support and show resilience in the completion of tricky tasks.

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Achievement Strong standard

Children are extremely confident communicators and enjoy taking part in conversations with staff, playing with other children and learning new knowledge. All children, including those with special educational needs and/or disabilities or who experience barriers to learning or wellbeing, fully engage in play and sustain high levels of concentration. Children enjoy drawing their families on whiteboards and attempt to write their names. Toddlers enjoy making marks in the sand, recognising numbers and shapes.

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Curriculum and teaching Strong standard

Leaders use knowledge gained through training to implement an ambitious curriculum for all children that is consistently taught well. Staff are skilled, and adapt their teaching in the moment to build on children's changing interests. Staff monitor children's progress closely to ensure they are supported to take their next steps. Children build on their own ideas and imagination while being guided with high-quality interactions. For example, during hide and seek staff introduce new vocabulary such as 'invisible' and 'camouflage'. As a result, children are motivated and engaged.

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Curriculum and teaching Strong standard

Staff bring books to life with the use of puppets, role play and interactions. When reading about dragons, staff invite children to take turns to roar and pretend to breathe fire. Mathematical language is promoted explicitly. During group times, when changing the date

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Expected standard

on the calendar, they clap the number out loud together. Physical development is prioritised. Toddlers ride on scooters and trikes around a racetrack, developing balance and coordination. Older children play running games, developing confidence manoeuvring on uneven ground.

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Expected standard

Staff adapt the curriculum effectively to support children who speak English as an additional language through the use of gestures, pictures, visual timetables, modelling and targeted one-to-one support. This means all children make excellent progress.

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Inclusion Strong standard

Leaders and staff swiftly identify children's needs through observations, strategic tracking and discussions with parents. Leaders carefully review children's progress to check that interventions are having the desired impact.

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Inclusion Strong standard

Children's individual needs are met consistently. For example, leaders attend meetings with external professionals and parents. This helps them to ensure that changes in children's circumstances are recognised, and that practice is adapted appropriately. As a result, children are given the emotional support and reassurance that allows them to thrive. This proactive approach reduces children's barriers to learning and ensures that they feel safe, valued and understood, including those who are known to children's social care.

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Inclusion Strong standard

Staff embed inclusivity throughout their practice, which helps to ensure that all children, including those with special educational needs and/or disabilities and those who speak English as an additional language, participate fully and make secure progress. Leaders and staff work closely with parents to ensure a graduated approach. Parents say they feel valued and involved in their children's progress.

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Inclusion Strong standard

Early years pupil premium funding is used strategically to ensure that barriers are reduced and that the curriculum is accessible for all. Staff work with professionals such as physiotherapists, educational psychologists and the local authority to enrich children's experiences.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a culture of kindness where staff model positive behaviours and praise children consistently for their manners. Staff's in-depth knowledge of each child fosters a secure relationship between staff and children, supporting emotional wellbeing and confidence. Children are given consistent opportunities to choose their play, to develop their interests and to make choices throughout the day. This ensures children's views are heard and celebrated, which supports all children to thrive. Leaders promote the importance of attendance to parents to ensure all children attend regularly. They share the value of attending in newsletters, day-to-day communication and open mornings. As a result, children benefit from routine, preparing them for school. Generally, children collaborate and get along together. At times, when children struggle to manage their own behaviour, staff do not consistently intervene to allow children to fully

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Behaviour, attitudes and establishing routines Expected standard

understand behaviour expectations, such as sharing resources. Staff use routines as an opportunity for children to develop social skills. Each day, a child is chosen to be 'helper of the day'. They take pride in being given responsibility and helping their friends. Children are confident in recognising feelings; they refer to how they are feeling throughout the day and are taught strategies to manage different emotions.

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Children's welfare and wellbeing Expected standard

Relationships are secure and attachments are strong between children and staff. On arrival, children rush to greet staff with hugs and smiles. Care, sleep and feeding routines are sensitive to individual needs. A healthy diet is provided daily. Children are taught the importance of healthy oral habits. They brush their teeth daily at the setting, and staff support their understanding by embedding key messages into children's spontaneous play. For example, in the garden, children pretend to brush the toy crocodiles' teeth and discuss why it is important to keep teeth clean.

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Children's welfare and wellbeing Expected standard

Children have a good understanding of managing their own risks and are taught how to take responsibility for keeping themselves safe. For example, staff remind children that they need to walk inside to avoid slipping over, to chew one piece of food at a time to avoid choking and to cover their mouth when coughing to avoid spreading germs. Children are taught to recognise and express their emotions. They are also taught strategies to help them to manage any difficult feelings. Staff use the sensory room to support positive wellbeing and children's individual needs, including for those with special educational needs and/or other barriers to learning.

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Leadership and governance Expected standard

Leaders have taken swift action to embed changes to day-to-day practice, which is having a highly positive impact on the children. Targeted training for staff, improved supervision sessions and regular reflections have been implemented. For example, recent training on teaching and continuous provision has supported improvements to be made in the environment that are improving outcomes for children. The staff feel well supported and recognise the importance of this continued effort. Leaders have ensured that since the previous inspection all staff are confident in their safeguarding responsibilities. Leaders should strengthen the analysis of strengths and priorities for improvement to ensure they then apply targeted training and implement consistent supervisions for staff, to embed a sustained culture of continuous professional development.

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Leadership and governance Expected standard

Leaders work in partnership with external agencies and make timely referrals that are in the best interests of the children, including those with special educational needs, or other barriers to learning. Leaders and staff have developed positive relationships with families. This allows staff to know detailed information about the children before they start so that they can adapt their approach to meet children's needs from the outset.

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

The children are highly confident in communicating their wants and needs and build warm relationships with staff, which enables them to flourish. Children with special educational needs and/or disabilities or other barriers to learning are fully included in every activity and receive excellent support.

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

Children demonstrate a love for learning; they focus keenly on activities and keep trying even if they encounter difficulties. Children lead their own play. They independently access resources in the setting's environment and enjoy sharing achievements. Staff promote a love of books, and children relish choosing stories to share with friends and staff. Songs and nursery rhymes are enjoyed throughout the day. During group time, children anticipate songs that will come next, and all enthusiastically sing along with actions.

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

Frequent observations are made by staff, which are shared with parents. They work collaboratively to share strategies to support children at home and in the setting. For example, staff ask parents to provide a list of key words in other languages children speak to aid communication. This provides a consistent approach to children's learning and development. Children's uniqueness is celebrated, and the world map is shared with children to recognise where family members may live.

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

Children's independence is promoted at every opportunity. Visual timetables, and clear cues from staff at times of transition, help them to understand and take responsibility for everyday tasks. For example, they tidy away resources they have used and independently put on their coats. Staff are positive role models for children. They narrate play and introduce new vocabulary to even the youngest children. For example, when making dough creatures, staff ask, 'How about a nose so that it can smell?' and model sniffing while pointing at their nose. The continuous high-quality interactions are skilfully adapted for children's individual stages of development.

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Next steps

Leaders should strengthen the analysis of the setting's strengths and areas for improvement to implement targeted training and install a culture of continuous improvement for all staff. Leaders should support staff to respond to children's behaviour consistently to help them understand the behaviour expectations.

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Address:

King's College Hospital Nhs Foundation Trust Orpington Hospital, Sevenoaks Road Orpington Kent BR6 9JU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: King's College Hospital NHS Foundation Trust

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Address:

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

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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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About this inspection

The inspector spoke with families, leaders, staff, a special educational needs coordinator and the designated safeguarding lead 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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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.

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Urgent improvement

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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