Bright Swans Day Nursery

Bright Swans Day Nursery

Unique reference number (URN): EY546747 Address: 32 Ulverley Green Road, Solihull, B92 8BQ Type: Childcare on non-domestic premises Registered with Ofsted: 16/06/2017 Registers: EYR, CCR, VCR Registered person: Bright Swans 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 Expected standard

Children, including those with special educational needs and/or disabilities, enjoy a broad range of activities that help them build knowledge and skills across the curriculum. Staff plan experiences that interest children and reflect what they already know and can do, so they typically make steady progress from their starting points. Children and babies also develop their language through familiar routines, stories and songs. Staff read with warmth and encourage children to join in with repeated words and refrains, helping them to listen, anticipate what comes next and grow in confidence as they use their own voices.

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Achievement Expected standard

Children's thinking is extended through everyday play. For example, during an activity with lemons and limes, children smell and explore the fruit, count the seeds and use their imagination to make pies. Children also respond well to activities that involve sharing and turn-taking, with calm support and clear reminders from staff. Babies show confidence in their environment as they choose toys, such as musical instruments, and allow others to join in while they explore with different sounds.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that consistent routines are embedded across the provision. Staff implement these routines effectively, creating a calm, well-organised environment where children know what to expect and settle quickly into the day. Staff have developed warm, secure relationships with children and their families, helping children feel settled, safe and confident in the nursery. They greet children warmly, speak to them kindly and use everyday moments to model the behaviour they want children to learn. This typically supports children to understand simple boundaries, follow routines and begin to manage their own behaviour. Leaders and staff also understand the importance of good attendance. Their procedures are clear and followed in practice. Staff work with parents to explain how regular attendance supports children's routines, friendships and learning, so families understand why regularly coming to nursery matters.

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Behaviour, attitudes and establishing routines Expected standard

Staff use picture cards well to show children what is happening now and what will happen next. This gives children reassurance and helps them feel ready to join in, including children with special educational needs and/or disabilities and those who may face barriers to learning. The nursery builds links with home in simple but meaningful ways. Parents speak positively about 'Barnaby Bear' coming home for a sleepover before sharing his adventures back at nursery. This familiar activity gives children something real to talk about and helps them connect home and nursery life. Relationships across the setting are embedded. Staff know their key children well and notice when they need extra reassurance or encouragement. Parents say that they value the care, advice and support they receive, and feel able to speak to staff when they need help.

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Children's welfare and wellbeing Expected standard

Leaders and staff have built warm and positive relationships with children across the setting. Key persons know their children well and understand what helps them feel safe and settled. When babies first start, staff take time to find out about their routines at home and follow these as closely as they can. This helps babies settle and gives parents confidence during the transition. Safe sleep practices are well embedded, with clear procedures in place to ensure that sleeping children are checked and monitored consistently. Leaders prioritise children's welfare and wellbeing through policies and practice that are typically implemented across the setting.

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Children's welfare and wellbeing Expected standard

Children are generally supported to be more independent through everyday routines, such as washing their hands and wiping their noses. They understand why handwashing is important as they talk about germs. Staff promote healthy choices through exercise and at mealtimes. Children talk about fruit, vegetables and drinking plenty of water, especially when the weather is warm. Staff use these everyday conversations to build children's understanding and introduce new words. Children also have plenty of opportunities to be active, including outdoor play, yoga, music and movement. The outdoor area is used each day as part of children's learning, giving them time to explore, be active and learn in a different environment. For example, children use bikes and climbing frames, as well as a sheltered quiet area in the garden where they can look at and read books. Children with special educational needs and/or disabilities are supported to join in and access the same

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Children's welfare and wellbeing Expected standard

learning opportunities as other children. Staff adapt their support where needed so that children can build confidence and continue to make progress.

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Curriculum and teaching Expected standard

Overall, leaders have designed a suitably ambitious curriculum. They have a clear view of what they want children to learn and how this learning should build over time. Children are engaged and keen to join in with the activities on offer. For example, during water play, children count the fish, talk about the different colours and compare their sizes. These experiences help children to practise early mathematical language, develop their communication skills and build confidence as they play alongside others. Staff support children's learning through conversation and questioning, which encourages children to think and respond in their own way. However, some parts of the curriculum need further thought so that they are more closely matched to the ages and stages of all children, particularly babies. For example, the outdoor area does not yet fully support the physical development babies need in order to develop their physical skills and engage in meaningful outdoor play.

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Curriculum and teaching Expected standard

Personal, social and emotional development is a clear focus across the setting. Staff model positive behaviour and gently support children as they learn to share, take turns and manage being part of a group. They use praise well, so children understand what they have done successfully and are encouraged to keep trying. Literacy is also woven through the provision. Books are used to support activities and to enhance children's interest, and children have regular opportunities to make marks in different ways. This helps them begin to understand that marks and print carry meaning. Children with special educational needs and/or disabilities are included in the learning through carefully chosen resources and appropriate support. This helps them to take part alongside their peers and benefit from the experiences on offer.

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Inclusion Expected standard

Children with special educational needs and/or disabilities or who face barriers to learning are supported well. Staff typically know the children as individuals and take time to understand how each child learns best. The settling-in process is thorough, and regular observations and assessments help staff to identify children's needs at an early stage. Clear next steps are put in place and reviewed regularly so that any gaps in learning or development can be identified and addressed quickly.

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Inclusion Expected standard

Leaders and staff work closely with parents and with other professionals, such as paediatricians, speech and language therapists and the area support team. This helps to make sure that advice is shared and that children are supported in a consistent way. Parents say that they feel involved in their child's support and are kept up to date when outside agencies are contacted and any advice is given to further support their children. Staff training is effective because leaders use external agencies to enhance staff knowledge and practice.

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Inclusion Expected standard

Additional funding is used carefully to support children's individual needs. Leaders have used it, for example, to improve the outdoor area. This gives children more chances to build their physical skills, confidence and independence. It is especially useful for children who may not have regular access to bikes or outdoor play at home, as leaders have identified. Although there are no enrolled children currently known to children's social care, leaders and staff demonstrate a secure understanding of safeguarding. They monitor children's welfare effectively, maintain accurate records and follow safeguarding procedures confidently.

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Leadership and governance Expected standard

Leaders regularly reflect on the setting's strengths and areas for development, and they have a clear understanding of what is working well. Their self-evaluation shows that the provision has continued to improve following changes in leadership. Staff and parents speak positively about the leaders and the changes introduced. For example, staff value the stronger focus on the curriculum and the guidance they receive to help develop this further in practice. Parents also speak positively about the introduction of parent meetings, which help them feel more informed and involved in their children's learning and development.

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Leadership and governance Expected standard

Leaders know what they want to improve next and are beginning to take steps to address these priorities. This includes strengthening staff wellbeing and offering further support for parents around healthy choices. Leaders make decisions with children's best interests in mind, including children with special educational needs and/or disabilities and those who may face barriers to learning. They work closely with other professionals and local schools to share information, plan support and help children move smoothly between settings.

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Leadership and governance Expected standard

New staff receive a thorough induction, including mandatory training and support to help them become familiar with their roles and responsibilities. This helps them understand the expectations of the setting and begin to build confidence in their practice. Leaders are also developing their approach to staff wellbeing, recognising the importance of supporting staff in their day-to-day work. However, staff reflective reviews are not yet fully embedded. As a result, staff's personal development is not always closely matched to their individual strengths, needs and next steps.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are happy and settle quickly with staff who are caring and nurturing and know them well. The setting feels calm and welcoming, and relationships between staff, babies and children are secure. Key staff understand what helps each child feel safe and ready to join in. They notice when children need reassurance and respond in a kind, sensitive way. This helps children, including those with special educational needs and/or disabilities, to make progress from their own starting points. For example, some children who need additional support on arrival have access to familiar resources that help them settle quickly and begin the session feeling secure and ready to engage.

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

Children experience a curriculum that covers all areas of learning and builds on what they already know, can do and enjoy. Staff use children's interests well, so learning is purposeful and relevant. Babies, for example, explore musical instruments while staff talk to them about the sounds they make. Staff introduce words such as 'rattle', 'shake', 'bang', 'loud' and 'quiet', helping babies connect language with what they hear and do. Children make choices in their play and move confidently between activities that have been carefully set up. They play happily alongside others, with adults nearby to support sharing, turn-taking and early friendships.

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

Staff join children in their play and use these moments to extend thinking and language. They ask questions, add new words and give children time to respond. For example, during a seaside-themed sensory activity, staff encourage children to explore shells, sand, tools and different materials. Children explore by scooping, pouring and sorting materials, while talking about what they can see and feel. This helps support their curiosity, communication, and confidence while still allowing them to explore in their own way. Children are supported well to feel secure, take part, develop independence and build the skills they need for future learning.

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Next steps

Leaders should further support staff with reflective reviews to further enhance practice and personal development. Leaders should monitor staff practice to raise the quality of teaching to adapt activities effectively for children's different ages and stages of development, specifically with the babies during outdoor activities.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, the designated safeguarding lead and parents during the inspection.

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About this inspection

We carried out this inspection under section 49 and 50 of the Children Act 2006 on the quality standards of provision that is registered on the Early Years Register. The registered

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Swans Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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Total number of places

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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