Bright Sparks Day Nursery

Bright Sparks Day Nursery

Unique reference number (URN): 2776763 Address: Soho Childrens Centre, 21 Louise Road, Birmingham, B21 0RY Type: Childcare on non-domestic premises Registered with Ofsted: 13/03/2024 Registers: EYR Registered person: Bright Sparks Nursery LTD

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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

Children benefit from staff's high expectations for their learning and development. Babies develop their physical skills effectively, showing determination and resilience in the early stages of walking, encouraged by staff to pull themselves up and continue independently, strengthening their core and leg muscles.

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Achievement Strong standard

Children demonstrate curiosity about the world around them. Younger children explore a range of healthy food when making a 'vegetable soup'. Older children learn about physical changes to leaves through scientific investigation and sensory exploration. They are fascinated when they observe how the texture and smell of the leaves change when they are crushed.

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Achievement Strong standard

Children with special educational needs and/or disabilities and those who face other barriers to their learning benefit from targeted support and early intervention. This means that all children make sustained progress in their learning and development from their starting points and develop secure foundations for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently provide a warm, supportive and nurturing environment in which clear and ambitious expectations are understood by children. A positive culture of behaviour is evident, shaped by leaders who set clear standards and foster trust. This enables children to confidently manage their feelings and develop an understanding of their emotions.

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Behaviour, attitudes and establishing routines Strong standard

Warm, positive relationships are fostered through the thoughtful matching of key workers' strengths to the individual needs of children. This approach results in strong, secure bonds with staff who know and understand the children in their care exceptionally well. Consequently, children feel safe, comforted and emotionally secure, enabling them to develop confidence.

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Behaviour, attitudes and establishing routines Strong standard

Routines are fully embedded across the setting, including through transition and mealtimes. These are carefully thought out to develop children as independent members of the community. Children arrive calm, settled and ready to fully participate in the day's activities.

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Behaviour, attitudes and establishing routines Strong standard

Staff provide a wealth of opportunities for children to work collaboratively, demonstrate kindness and practise turn-taking. For example, children help one another clean the toy car, sharing the cloths and waiting patiently for their turn. Minimal staff intervention is required, as children consistently show high levels of respect, cooperation and patience, which is noticed and highly commended by staff.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote regular attendance and punctuality, working in partnership with families who require support and offering flexibility, such as adapting session times to suit individual children's needs. This ensures that children can benefit from the setting's routines and learning experiences.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing throughout the setting, ensuring that children are happy and healthy and feel safe and ready to learn. Leaders and staff fully understand the needs of the children who attend and work proactively with parents to support these needs, both at the setting and at home.

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Children's welfare and wellbeing Strong standard

Hygiene routines are well embedded. Children wash their hands before and after snack, lunch and messy play. Children demonstrate growing curiosity about how to maintain cleanliness. For example, they show interest in the hand sanitiser and are able to explain how it is used to reduce germs and keep them healthy.

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Children's welfare and wellbeing Strong standard

Leaders and staff provide well-balanced, nutritious meals for children. Leaders plan weekly healthy menus to ensure variety of choice. Leaders and staff work collaboratively with families to ensure that children are bringing healthy food into the setting.

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Children's welfare and wellbeing Strong standard

Routines for sleeping are highly effective. Staff's robust knowledge of safe sleep practice is evident, and babies are gently soothed to sleep in a calm, nurturing environment.

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Children's welfare and wellbeing Strong standard

All children benefit from plenty of physical development opportunities. Older children climb, ride bikes and develop their fine motor grip. Younger children strengthen the fine motor skills in their hands as they squeeze water spray bottles in the soil while planting seeds. Babies confidently crawl, independently sit and pull themselves up to stand and walk.

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Curriculum and teaching Strong standard

Leaders and staff have developed an ambitious, high-quality curriculum that is broad, meaningful and rooted in children's interests and developmental needs.

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Curriculum and teaching Strong standard

Leaders ensure that progressive planning and teaching of skills across the 7 areas of learning are fully embedded to make a significant difference to babies and children. Staff provide opportunities for children to learn and understand the world around them, through exposure to a language-rich environment, high-quality conversations and impactful role modelling. This has a significant positive impact on children's communication and language development and skills, including for children who speak English as an additional language.

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Curriculum and teaching Strong standard

Teaching is purposeful, adaptable and skilfully delivered. Staff consistently provide high- quality teaching experiences that support and enhance children's learning, including children with special education needs and/or disabilities and those that face other barriers to learning and/or wellbeing. Age-appropriate learning opportunities are capitalised across the setting, and, where teachable moments occur, staff swiftly progress learning through actively responding to children.

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Curriculum and teaching Strong standard

Progress is monitored effectively, and children are encouraged to tackle well-identified next steps with high expectations, enabling knowledge and skills to develop over time. Staff plan and deliver engaging activities. For example, babies enjoy listening to nursery rhymes and songs and are encouraged to clap and sing along. Younger children develop their mathematical language through play, for example comparing the size of 'ice cream' scoops. Older children develop their listening skills as they pot plants and learn how to loosen the roots to absorb water for them to grow.

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Curriculum and teaching Strong standard

Staff assess and adapt learning through suitable questions and children's responses. They use varied approaches, such as sensory circuits, tailored adult support and Makaton, to ensure that all children can access the learning. This enables children to have the best possible start to their learning journey.

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Inclusion Strong standard

'No child must fail' is a shared principle that underpins practice across the setting and reflects leaders' strong commitment to meeting every child's needs. This shared ethos is well understood by staff. Through a bespoke assessment process, leaders and staff identify individual needs early, with tailored support in place from the outset and reviewed regularly.

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Inclusion Strong standard

Staff deliver inclusive learning experiences and adapt their support effectively to meet children's individual needs. They use ongoing assessment and a strong understanding of children's development to remove barriers to learning, ensuring that all children are fully engaged, supported appropriately and able to succeed and make good progress.

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Inclusion Strong standard

Leaders place a high priority on staff development and demonstrate informed use of any additional funding to strengthen practice in supporting children with special educational needs and/or disabilities and those who speak English as an additional language. Training, such as on the use of Makaton, is shared effectively across the setting so that all staff benefit, ensuring consistent implementation to support children's communication and language development.

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Inclusion Strong standard

Parents recognise rapid progress in their children's development, particularly in speech, language and confidence. Clear communication, regular contact with key persons and tools such as the 'learning passport' help parents understand next steps and support effective partnerships with parents.

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Leadership and governance Strong standard

Leaders have a clear vision for the setting, providing purposeful direction that drives high expectations and consistent practice. Their broad and detailed understanding of child development filtrates through the setting and is shared effectively with staff, resulting in consistently superb practice.

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Leadership and governance Strong standard

Collaborative working with external professionals drives improvement, supported by leaders' commitment to reflective practice and continuous improvement. Support for all children, including those with special educational needs and/or disabilities, is timely, and regular reviews mean that provision is suitably adapted and the level of support effective to ensure that children make strong progress.

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Leadership and governance Strong standard

Leaders' in-depth understanding of the setting and the local area is evident in the design and planning of an inclusive curriculum that builds progressively on what children know and can do. Learning experiences are carefully planned with children who have special educational needs and/or disabilities, and those who face additional barriers to learning and wellbeing, in mind. This ensures that all children are fully included, well supported and able to engage confidently. Leaders expertly consider funding to ensure that it is consistently used to meet the needs of the children.

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Leadership and governance Strong standard

Considerable thought is given to how parents are supported to further enhance their child's learning at home. Leaders and staff have a detailed understanding of children's lives and of what parents value in relation to their child's learning and development. This enables parents to feel confident and comfortable in sharing concerns and keeping the setting updated with relevant information. This strengthens partnership working and ensures that children's needs are supported effectively.

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Leadership and governance Strong standard

Staff are well supported within their roles and have regular supervisions to discuss professional development, wellbeing and next steps for improvement. Staff wellbeing is a clear priority, and leaders promote a positive culture of teamwork and mutual support. This contributes to high morale and effective practice across the setting.

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

Children experience a highly nurturing, inclusive and well-organised environment in which they feel safe, valued and ready to learn. Safeguarding is embedded throughout the setting, creating a culture where children's safety and wellbeing are prioritised. As a result, children demonstrate confidence in exploring their surroundings, forming secure relationships with staff and engaging positively in daily routines.

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

Children benefit from an inclusive ethos where every child belongs, and their needs are recognised and supported. Staff use detailed assessment processes to identify individual needs early and adapt learning effectively. This ensures that all children, including those with special educational needs and/or disabilities and those who speak English as an additional language, are fully included and able to participate successfully. Children learn to communicate confidently, supported by consistent high-quality interactions and a language- rich environment.

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

Across the setting, children engage enthusiastically in a broad and ambitious curriculum that reflects their interests and developmental stages. Children of all ages have fun and demonstrate curiosity and enjoyment as they explore new concepts through purposeful play and well-planned learning opportunities. Babies respond with delight to songs, rhymes and hide and seek games, while younger children develop early mathematical understanding through imaginative play. Older children show sustained concentration during activities, such as investigating and engaging in early scientific enquiry.

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Address:

Soho Childrens Centre 21 Louise Road Children's behaviour and attitudes are consistently positive. They understand routines well and demonstrate increasing independence during transitions and mealtimes. Warm, trusting relationships with key staff help children feel emotionally secure, enabling them to manage their feelings effectively. Children show kindness, cooperation and respect, and form positive friendships.

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Address:

Children's welfare and physical development are promoted extremely well. They participate in a wide range of activities that build strength, coordination and self-care skills. Hygiene routines are well established, and children learn how to keep themselves healthy.

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Address:

Overall, children thrive in a setting where high expectations, strong relationships and well- informed practice ensure that they make sustained progress and develop secure foundations for future learning.

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Next steps

Leaders should continue to use reflection to ensure that the high-quality provision already provided for children is sustained to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, children and parents 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection. Birmingham B21 0RY Type: Childcare on non-domestic premises

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About this inspection

Registered person: Bright Sparks Nursery LTD

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 12:00,Monday,Tuesday,Wednesday,Thursday,Friday : 12:30 - 15:30

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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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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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