Bright Beginnings Daycare Limited

Bright Beginnings Daycare Limited

Unique reference number (URN): 2848810 Address: Pebsham Community Centre, Seabourne Road, Bexhill-On-Sea, Sussex, TN40 2SW Type: Childcare on non-domestic premises Registered with Ofsted: 14/05/2025 Registers: EYR Registered person: Bright Beginnings Daycare Limited

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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 rapidly become capable, confident communicators. They describe their drawings of their families, explaining that the small one is the baby. Children enjoy and appreciate humour. They giggle as they recognise that in the story, the lady elephant does not realise she has paint on the back of her dress. Children develop their sense of independence as they make choices about books. The youngest children develop skills, learning to cut modelling dough with knives or scissors. Children of all ages use the wide range of mark- making activities at their own level. Older children draw circles and name them, while younger ones make big, swirling movements with their paint. Children are extremely well prepared for their move to school. Their skills and knowledge flourish as they progress through the nursery. They can concentrate, listening carefully to a story and describing the sequence afterwards. Children maintain attention in a game, recognising when it is their

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Achievement Strong standard

turn. Children who experience potential barriers to learning make excellent progress across the curriculum because of the focused support they receive.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently support children in developing their very positive behaviour, carefully considering their age and stage of development. There is a purposeful and harmonious culture in the setting and children demonstrate extremely positive attitudes. Children settle into the nursery rapidly and form warm and trusting relationships with their key person and other staff. Leaders and staff know the families well and provide practical support at times of a family emergency. Families are very appreciative of this. Staff have high expectations of children's behaviour and model the values they are keen for children to adopt, such as kindness and consideration. Children copy these models, taking turns, passing equipment and taking care not to bump into others when riding scooters.

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Behaviour, attitudes and establishing routines Strong standard

Children work together and develop confidence in engaging with others, such as sharing a book together. Leaders have embedded clear routines that children follow with increasing independence. For example, children outside do not need reminders to know to line up in readiness for handwashing before a meal. These consistent routines and expectations allow children to feel safe and grow in confidence. Children sustain an interest in listening to a story, making valid comments and appreciating the humour. Leaders are extremely proactive in monitoring attendance, benefiting all children.

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Children's welfare and wellbeing Strong standard

Leaders have established a system where staff carefully tailor everything they do to support children in choosing their own activities. They provide resources to enable children to make the activity their own, supporting independent thought. Staff build very secure relationships, as a result of how well children and their families are known. Staff are attentive to children's care needs. There are water stations inside and out, enabling children to help themselves to water at will. Tissues are available for independent nose wiping. As children progress through the nursery, they become increasingly independent in managing their own personal care. Staff skilfully teach children how to recognise and manage their own emotions, allowing quiet time and talking to children gently about how they feel.

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Children's welfare and wellbeing Strong standard

Mealtimes are social occasions. Children pass plates and cutlery to each other. Children chat happily to each other and to the staff about their experiences at home and in the nursery. They discuss their preferences about their choice of spread for crackers. Those who bring in a packed lunch learn to open their packages, supporting preparation for school. Others enjoy the freshly prepared and nutritious meals provided by the setting. Children develop healthy habits, such as learning how to clean their teeth. Sleep routines follow parental requests and are recorded. A member of staff remains with the children as they sleep to ensure they are safe.

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Inclusion Strong standard

Leaders are highly experienced and have developed a culture where each child and their family is well known and understood. Children's needs are meticulously assessed, which enables staff to closely match and adapt their teaching and support for each child. For example, they ensure that a wide range of external professionals are involved to support learning and progress, enabling children with special educational needs and/or disabilities, or who have other barriers to learning to make excellent progress from their starting points. Leaders are thorough in ensuring that the advice and suggested activities from other professionals are followed and progress is monitored. These actions consistently reduce potential barriers to learning.

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Inclusion Strong standard

Staff are extremely well supported by leaders in accessing further training, such as meeting the medical needs of children and in tailoring their approach to meet children's needs through regularly monitored support plans. Leaders ensure that other support is in place, such as visual timetables and the use of sign language, to support children with speech and language difficulties which enables them to participate fully in all activities. Additional funding is spent with a clear focus. Resources have been provided to support children's personal and social development, including an additional member of staff to support those who find it difficult to separate from their parent or carer.

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Leadership and governance Strong standard

Leaders have a very comprehensive understanding of their setting and the local community they serve. They place the needs of their families and children at the heart of everything that they do, constantly evaluating their work with a view to making further improvements. They work closely with all families to ensure that they receive tailored support where needed and to build effective working relationships. The supportive culture is a particular strength. Leaders provide a free counselling service for staff to support them with their wellbeing. The staff are stable and benefit from very regular meetings with leaders to discuss their practice and training needs. Staff value the support they receive from leaders in achieving higher qualifications and in the provision of training to further improve their knowledge and skills. This is evident in the new focus on children choosing their own activities, rather than the

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Leadership and governance Strong standard

nursery deciding on the activity. Assessment has been improved, resulting in staff identifying more focused next steps for children, supporting much better progress.

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Expected standard

Leaders acknowledge that some staff do not consistently extend and expand on what children know and can do. Leaders observe staff and provide them with comprehensive feedback, identifying strengths and areas to improve. Staff respond to this feedback positively and actively seek out further training to develop their skills. For example, staff have embarked on training to enable them to provide music sessions and in the use of signing to support all children, but particularly those with special educational needs and/or disabilities (SEND). Parents are extremely grateful for the support they receive. Relationships are highly positive because leaders are proactive in building them. Parents are clear about their child's next steps and are happy with the general communication. Parents of children with SEND are highly complimentary about the care and support they and their children receive.

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Curriculum and teaching Expected standard

Leaders have a clear vision for their curriculum, which supports learning across all areas. New planning and assessment strategies have been introduced. As a result, staff have greater clarity about what they want children to learn. They use assessment to identify next steps in learning for all children, including those who may have special educational needs and/or disabilities (SEND) or other barriers to learning. Staff are not yet consistent in extending and expanding children's learning. Staff provide opportunities and support for all children to develop communication and language skills. Younger children take delight in joining in with repetitive language and active songs, while older ones appreciate the humour in stories. Children with SEND benefit from support in terms of visual prompts, sign language, and, where necessary, additional equipment such as buggies on outings.

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Curriculum and teaching Expected standard

Through targeted training, leaders have addressed the identified area of developing the use of mathematical language. Children and staff use the language of comparison in the building of towers, count votes and recognise the shapes they draw, as part of their activities. Children have age-appropriate opportunities to engage in physical activity. They balance, use ride-on toys and scooters, taking care not to bump into others. Children use a variety of simple tools, such as tweezers and scissors, to develop strength in their fingers, necessary for writing. Children are supported effectively for the next stage of their education, such as starting school. For example, children can make choices, manage their own personal care and follow established routines.

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

Children participate joyfully in their learning in the setting. For example, young children manipulate modelling dough and use simple tools, while older children carefully create and name the shapes they use to draw their families. Staff are systematically purposeful in developing children's communication and language. They speak clearly, repeating key words with babies, expanding sentences with toddlers and prompting older children to recall key phrases and events from stories.

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

The children benefit greatly from the wider experiences that the nursery provides, and their regular attendance is encouraged and monitored. They take trips in the community, supporting children in building knowledge of the world around them. Festivals from other cultures are celebrated through stories and role play. In the setting, children engage in a multitude of experiences based on their own interests. For example, children gravitate towards the building bricks and create towers, using mathematical language to make comparisons. Others excitedly find spider webs but cannot see where the spider has hidden itself. Children develop their physical skills rapidly as they explore in the large outside areas. They balance on stepping stones, ride scooters and engage in a wide range of mark-making activities.

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

Staff quickly build warm and positive relationships with children. They know them really well and closely match their care to their home routines, which ensures that children have continuity in their experiences. This enables them to settle quickly and swiftly grow in confidence. Children's independence is nurtured and their ability to make choices encouraged, preparing them thoroughly for the next stage of their education. For example, they vote for the books that they wish to share, counting the votes to support their use of mathematical language. Children develop skills appropriately, moving from using spoons to knives and forks at mealtimes, for example. Staff very carefully adapt their practice to consistently meet the needs of children with special educational needs and/or disabilities.

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Next steps

Leaders should further provide additional training and support where required, to enable staff to consistently use all opportunities to rapidly extend children's learning and enhance progress to a transformational standard.

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About this inspection

The inspector spoke with leaders, staff members, those responsible for safeguarding and the special educational needs coordinator 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

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Address:

Pebsham Community Centre Seabourne Road Bexhill-On-Sea Sussex TN40 2SW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Beginnings Daycare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 06:00

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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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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

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

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