Bright Beginners Daycare

Bright Beginners Daycare

Unique reference number (URN): 2813428 Address: 49 Tufnell Park Road, London, N7 0PS Type: Childcare on non-domestic premises Registered with Ofsted: 18/11/2024 Registers: EYR Registered person: Bright Beginners Daycare 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 make significant progress as a result of their experiences at the setting. This includes children with special educational needs and/or disabilities and those who may face additional barriers to their learning or wellbeing. Children thrive, enabling them to achieve excellent outcomes and develop the knowledge, skills and competencies needed to succeed in their next steps.

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Achievement Strong standard

Children excel in the language-rich environment and participate in meaningful conversations with both their peers and staff. This has a very positive outcome for all children's learning and contributes to their speech and language development.

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Achievement Strong standard

Children are encouraged to develop their independence through everyday routines and experiences. They are given opportunities to practise the skills they need in order to become confident and independent learners. For example, toddlers happily put back toys they have been playing with.

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Achievement Strong standard

The calm and supportive environment gives children the space and time they need to work through new experiences. Staff respond sensitively to each child, allowing them to approach new situations at their own pace and develop confidence in their abilities.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate that they are confident and eager to try new things. Staff are calm and reassuring, and children's behaviour is exceptional. Children make strong progress with the encouragement and constant praise they consistently receive. This also contributes to their confidence and self-esteem. Children display positive attitudes towards their learning. They are consistently encouraged to try things for themselves, with staff providing supportive guidance when needed. For example, toddlers are determined and persevere when posting difficult shapes into a posting box and are proud of their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children to become familiar and comfortable with the daily routines. Leaders promote a positive environment where everyone treats one another with kindness and respect. Children have established warm and trusting relationships with their key person and show good manners. They respond positively to the clear expectations that are consistently reinforced throughout the setting. They have developed positive friendships with their peers and show kindness, care and consideration towards one another.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work effectively with families to ensure that they understand the importance of regular attendance. They support families to ensure that children benefit from their time at the setting.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and emotional wellbeing at the heart of their practice. Staff follow advice from parents and carers on how best to support their child's individual needs, ensuring that care and support are provided consistently.

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Children's welfare and wellbeing Strong standard

Safe-sleep practises are carefully followed and consistently maintained. Staff remain present to monitor children while they rest. Children are supported to develop positive sleep routines and settle comfortably. Children develop an understanding of healthy lifestyles through their play and everyday experiences. For example, during role play in the shop, children explore different foods and begin to recognise which choices are healthy and good for their bodies.

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Children's welfare and wellbeing Strong standard

Staff fully understand and identify the needs of all children, including those with special educational needs and/or disabilities, and are sensitive and respectful in their approach. They ensure that children's dignity and privacy are maintained during personal-care routines. Ongoing interactions with children are excellent and contribute to their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Leaders manage dietary needs, and allergies are displayed clearly in the kitchen and nursery rooms, ensuring that everyone is aware of every child's dietary needs. Children enjoy a healthy, balanced diet and have access to fresh drinking water throughout the day. Children plant and care for their own vegetables, observing how they grow and develop over time. This gives them first-hand experience of where food comes from, and helps them to understand the importance of including fresh vegetables as part of a healthy diet.

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Curriculum and teaching Strong standard

Leaders ensure that learning opportunities are enjoyable and enlighten children's curiosity. Children are provided with high-quality teaching that builds upon their interests. There is a strong emphasis on outdoor learning. For example, children learn to grow different plants and vegetables and look at what they need to grow. The curriculum is adapted well to ensure that children with special educational needs and/or disabilities can fully participate.

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Curriculum and teaching Strong standard

Staff provide a rich language environment. Their teaching and interactions are purposeful, and as a result, children make rapid progress. Children enjoy engaging in meaningful conversations with adults and their peers, and staff introduce new words, such as 'transporters'. This helps them to develop their vocabulary and share their ideas and experiences.

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Curriculum and teaching Strong standard

Children thoroughly enjoy singing and music sessions that support language development and build on the children's early-communication skills. Babies enthusiastically rock from side to side during these activities. Children choose and practise taking turns with the different instruments on offer, which supports their social development. These rich learning experiences ensure that children are consistently well prepared for their next stage in education.

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Curriculum and teaching Strong standard

Staff intertwine mathematical learning throughout everyday activities. For example, children confidently count and sort 'small bears', comparing groups to identify who has the most and least. This helps children to develop their understanding of number, quantity and comparison and apply their mathematical knowledge in meaningful ways.

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Inclusion Strong standard

Leaders create a highly inclusive environment, where children's individual needs are identified and addressed quickly. Targeted staff training in special educational needs and/or disabilities ensures that staff can plan specialised support, working alongside parents and carers. Detailed information and ongoing discussions with parents mean that staff have a clear understanding of each child's individual needs, strengths and circumstances.

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Inclusion Strong standard

Highly skilled staff are competent in their interactions and have in-depth knowledge of child development. They monitor progress using assessments, such as the progress check for children aged between 2- and 3-years-old. This enables them to identify development gaps early and create small, achievable steps for children.

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Inclusion Strong standard

Staff adapt the environment to ensure that all children can explore and learn safely. Resources are organised at the right height and enable children to learn through their interests. Staff use specific strategies, such as signing and resources, to build children's confidence in communicating. For example, visual timetables are shown during the daily routine. These approaches help all children, including those with special educational needs and/or disabilities and those who may experience barriers to learning, understand what to expect next. This helps children to feel confident and secure, and make progress in their learning.

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Leadership and governance Strong standard

Leader's respect and value the contributions that staff make, and as a result, staff are highly dedicated to providing the best possible outcomes for children. Staff speak positively about the support and encouragement they receive from leaders. They value the opportunities provided to take part in meaningful professional development. Leaders have a strong understanding of the value of reflective practice and use this effectively to recognise strengths and identify priorities for further improvement. They have high expectations for the quality of teaching and ensure that learning experiences are engaging and meaningful for every child. Regular evaluation and monitoring of practice enable leaders to identify areas where further development is needed. Appropriate training is sought to ensure that staff have the skills and knowledge to respond effectively to children's individual and emerging needs.

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Leadership and governance Strong standard

Leaders place children's needs, interests and experiences at the centre of their decision- making. They carefully consider how changes will benefit children and improve their learning and development. For example, when developing the garden, leaders took account of children's individual learning preferences to plan an even-better outdoor environment, where they can explore and thrive.

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Leadership and governance Strong standard

Leaders build strong and purposeful partnerships with external professionals to ensure that children receive consistent and effective support. They work collaboratively with other agencies to identify and respond to children's individual needs, helping to reduce barriers to learning and promote positive progress. Leaders also maintain open and effective communication with parents and other professionals involved in children's lives. These strong partnerships contribute positively to children's wellbeing, learning and overall development.

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

Children arrive happy and ready to start their day at this warm and welcoming setting. Parents share that their children are excited to come to nursery and look forward to attending. Staff greet each child with kindness and enthusiasm, helping them to feel valued and comfortable. As a result, children are confident when separating from their parents and settle quickly into the setting. Children attend regularly and this helps them build secure relationships. They become familiar with the routines, staff and other children.

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

Children are kind and caring as they share toys with each other and demonstrate good manners. Children have formed positive and trusting relationships with their key persons. They often seek them out for reassurance and cuddles when they need comfort. They also enjoy approaching them to share their ideas and involve them in their play. They have developed a strong sense of security, knowing that staff recognise and respond to their individual needs.

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

Children make strong progress from their individual starting points. Staff build on children's learning by revisiting key experiences and providing targeted support where needed. The ambitious curriculum helps children to develop their knowledge and skills.

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

Children quickly engage themselves in their chosen activity. For example, they role-play shops and problem solve as they help each other and look for solutions to carrying heavy shopping. Children thoroughly enjoy exploring creative materials, they giggle as they paint their hands and explore the marks they create with wheels from cars. They master the skills of pushing these in different directions, before taking them to the car wash to be cleaned.

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

Children consistently develop independence. They wash and dry their own hands before mealtimes. Children build on their physical skills, and young children confidently climb up and down the slide.

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

Children demonstrate an interest of books. They sit for long periods of time and listen to stories in small groups, in a cosy book tent in the garden.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Beginners Daycare LTD

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Address:

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

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, 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, parents and carers 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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