Warminster Bright Beginnings

Warminster Bright Beginnings

Unique reference number (URN): 2837422 Address: Community Centre, Firbank Crescent, Warminster, BA12 0BY Type: Childcare on non-domestic premises Registered with Ofsted: 19/05/2025 Registers: EYR Registered person: TNB Garrison Early Years and Play Committee

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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 make excellent progress from their starting points across the curriculum. Children flourish in independence as they move through the setting. They show real pride in their developing skills, using tricks to put on their own coats as toddlers and drinking from open cups in babies. Children develop a deep sense of autonomy. They use visual cards, signs and gestures to communicate their needs. This enables every child to be fully included. Babies choose the songs they would like to sing by saying key words. They receive a choice in everything that they do. This teaches children that they have control over their own experiences.

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Achievement Strong standard

Children become consistently confident communicators. Older children express their thoughts and feelings readily and are always listened to. Children build effective friendships and learn to collaborate. For instance, they work together to build wooden planks and plastic tubes together into a structure to race cars down. Children chat and develop ideas together as they do this. These skills prepare children very well for their next stages of education.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a very positive environment. Staff and children have complete clarity about what is expected of them and when. For example, children join water play and comment their sleeves are up to show they are ready. Staff make consistent use of visual aids to reinforce expectations. They prepare children well in advance for each step in their routine. This means that children understand what is coming next. Staff build extremely effective and warm relationships with all children. They have a deep knowledge of each and every child who attends. Staff use this knowledge to make all their interactions supportive and skilfully adapt them. For example, they bring some children in earlier when things change so that they can have a calm moment before others join. This helps all children to be seamlessly included.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children extremely well to learn to collaborate. For instance, they remind them about the importance of sharing and help them to work out how to do this. Children benefit from the very clear routines that are in place and that remain the same from babies to pre- school children. For example, babies line up before coming in from outside. Leaders ensure that children benefit from regular attendance. They adapt their approach when there are potential barriers to this. For example, they translate information into other languages to ensure all parents and carers understand routines.

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Children's welfare and wellbeing Strong standard

Leaders ensure that children are very well looked after in this attentive setting. Staff meet children's care needs consistently. They provide each child with the exact support that they need to be fully included. For example, staff notice the instant children need help, from small indications in their face, such as when babies show they are hungry. Children settle in to their day very quickly due to skilful support from staff. This happens because children are so very well known. Each staff member builds very caring, safe and responsive relationships with every child. Children explore and take suitable risks from this safe basis. For example, babies explore in the mud kitchen with new textures and scents.

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Children's welfare and wellbeing Strong standard

Children learn to keep themselves safe. For example, staff remind them to make the door safe before they wash their hands and remind them to walk inside in case they slip. Children learn to eat safely too. They comment that they can 'talk now' when they finish their mouthful when eating. Staff regularly work with parents and carers to encourage healthy lunch box choices which is impactful. Children enjoy a variety of healthy foods. Staff consistently encourage children to develop and use their manners. They sing a song before each meal with reinforces the expectations for manners. Staff remind children to say 'please'. Children sleep safely and staff supervise them closely throughout.

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Curriculum and teaching Strong standard

Leaders have established a very clear and highly impactful curriculum. Staff have a comprehensive knowledge of all children. They use this knowledge to ensure that all teaching is fully tailored to meet children's age and stage of development. Staff use every possible interaction for teaching and learning. For example, when playing 'What's the time Mr Wolf?', staff show children their fingers and pause to encourage the children to count. Children develop a deep love of books. They regularly choose to share them with staff and each other. For instance, children lie in a corner with their feet up and relax with a book. Staff skilfully weave mathematical learning into children's play. For example, staff introduce the language of 'more' and 'less' when toddlers combine play dough. Older children sing songs about the days of the week to develop their understanding of time. Staff consistently support children's communication skills. For example, they use Makaton signs to help

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Curriculum and teaching Strong standard

babies communicate their early needs. Staff repeat and extend sentences back to older children to develop their pronunciation.

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Curriculum and teaching Strong standard

Children's physical skills develop at pace. Staff encourage them to experiment with moving in different ways. For instance, babies pull themselves up on furniture and develop core strength during tummy-time sessions. Older children throw beanbags through hoops held by staff. Children practise new skills so that they embed their knowledge deeply. For example, children mix and explore colour with hand printing and paint. They then revisit this by mixing the same colours in play dough.

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Inclusion Strong standard

Staff identify each child's individual needs comprehensively from the earliest possible moment. Leaders visit children's homes before they join the setting. They work cohesively with wider agencies, where necessary, to ensure that all possible adaptations are in place prior to children starting. This means that children settle quickly and make immediate progress. Leaders are consistently conscious of all elements of each child's life. They identify and act upon all potential barriers. For instance, where children struggle to separate from parents and carers on arrival, leaders experiment with different ways for them to enter the setting. This means that children start their day positively. All staff are extremely alert to all children's individual needs. They have a comprehensive understanding of the strategies used to support children. Children benefit from this entirely cohesive approach. It ensures

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Inclusion Strong standard

that all children are able to fully access all elements of the provision. For example, staff change the height of activities so that all children can reach them.

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Inclusion Strong standard

Staff continually assess children's learning and put targets in place, which they review regularly. All staff contribute to these so that they are meaningfully understood. They lead daily small group 'boost' sessions to target children's developmental needs. Staff receive specific training that is matched to the needs of the children in the setting to ensure that they can comprehensively support them. Leaders ensure that funding is used effectively and makes a real impact. For instance, they provide physical supports so that all children can reach to participate in learning.

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Leadership and governance Strong standard

Leaders have created a truly open and supportive culture. All staff focus on their continual professional growth and development. They receive encouragement to share their thoughts and feelings openly. Staff work as a team to continually drive the quality of education forward. Leaders are very clear about their constant work for ongoing improvement too. For example, they have recently reflected on the best use of space and are making changes this summer. Leaders consistently make these changes with children's best interests at heart. Where they make changes, they create rapid and positive improvement. For instance, a recent focus on inclusive communication led to sign-language training for all staff. This is now fully embedded and having a very positive impact on children's communication.

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Leadership and governance Strong standard

Staff love their work in this nursery. They are extremely positive about the support that they receive for their wellbeing. Staff value the access that they have to ongoing training and development. They benefit from training that is carefully matched to support them in meeting the needs of the children attending at the time. All staff take on different leadership roles. For instance, they lead on nutrition or dental hygiene. Staff meaningfully improve provision in their focus areas. This contributes to the sense of shared responsibility and collaboration. Parents and carers are overwhelmingly positive about their experiences at this nursery. They particularly praise the individualised support that each child receives, especially for those with special educational needs and/or disabilities.

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

Children flourish in this extremely caring setting. They are very well known as individuals. Staff are constantly attentive to meeting each child's every need. All children benefit from deeply inclusive practice that is skilfully woven in to all interactions. For instance, children

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About this setting

benefit from staff using a wide range of visual prompts and Makaton signs. These steadily prepare all children for times of change. Staff make adaptations seamlessly to ensure that all children have fair and inclusive access to everything. Children are very safe in this setting. They learn to behave well and work together. Children know exactly what is expected of them. For example, they walk calmly in from outside so as not to disturb others.

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About this setting

Children are happy and joyful in their learning. They smile and giggle with delight as they interact. For instance, older babies entertain younger ones with fluffy balls. Children giggle with excitement when they make their younger peers giggle. Children enjoy very positive relationships with each other and with all staff. They explore their environment with enthusiasm and become confident, curious learners. For example, children watch the rain pour off the edge of the roof with fascination before collecting it in containers. Children grow sweet peas and daisies in their garden area. They explain what they need to grow, recalling how small they were when first planted. Children build a love of learning, so they enjoy attending the setting regularly.

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About this setting

Children benefit from the enthusiastic way in which staff participate in their play. For example, children use a large vehicle to pretend to take themselves to 'work'. They 'pick up' staff on their way. Children chat with them about their work and the work their parents and carers do. Children benefit from a very broad and varied curriculum and make excellent progress. They are extremely well prepared for their next steps, including for school.

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Next steps

Leaders should continue to develop their successful work to realise a transformational impact for all children so they all meet their full potential.

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About this inspection

The inspector spoke with leaders, staff, 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. Unique reference number (URN): 2837422

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Address:

Community Centre Firbank Crescent Warminster BA12 0BY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: TNB Garrison Early Years and Play Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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