Bright Eyes Day Care Nursery Limited

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About Bright Eyes Day Care Nursery Limited

Name Bright Eyes Day Care Nursery Limited
Ofsted Inspections
Address 584 Kingstanding Road, Kingstanding, Birmingham, B44 9SH
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Birmingham
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy in a safe and well-organised setting. They quickly become engaged in a wide variety of learning opportunities on offer. Children make good progress from their starting points and settle with the support of caring staff.

Babies show excitement and joy as children arrive into the room, showing the positive relationship that has been developed between all children and staff. Staff know children well and use children's interests to further support their development. Children show enjoyment in their learning as they engage in imaginative play.

For example, they use play dough to make cakes. They then resources to shape and mould the play dough, putting it in the pretend oven to cook. Children behave well and follow the rules and routines of the setting.

This prepares them for their future move to school. Older children show a good understanding of the daily routines as they wash their hands independently before sitting down for their meals. Children show a good awareness of the importance of keeping healthy as they talk about the germs on their hands before they wash them off.

Younger children feed themselves during lunchtime, further promoting their independence. Staff make mealtimes sociable occasions where they sit together and talk about being healthy and what foods are good for us.

What does the early years setting do well and what does it need to do better?

The manager has a clear vision for the setting and shows passion for ensuring all children are supported in making good progress.

The manager uses identified areas of development to provide targeted training and focused staff meetings. This helps staff to build on their already good knowledge and skills.The manager and staff team support children with special educational needs and/or disabilities well.

Partnership working with other professionals is effective and helps children to reach their full potential. Additional funding received by the setting is used to support all children. For example, they have employed a sports coach who provides weekly outdoor physical activity sessions.

Children thoroughly enjoy joining in with group activities, where they learn to take turns and work together as a team.The manager understands the importance of promoting staff well-being and embeds this in daily practice. Staff express how valued they feel by managers and appreciate the high levels of support they receive.

For example, staff benefit from regular supervision sessions and are given rewards as recognition of hard work.Transitions at the beginning and end of the session are supported well throughout the setting. However, the organisation of some times during the day could be further improved to ensure children remain focused and engaged.

Parent partnership is clearly a strength of the setting. Parents are actively included in their children's time at the setting from the very beginning. Effective settling-in procedures help children settle into their new environment.

Staff continue to work closely with parents to share information with them so they can support children's learning at home.Staff have high expectations for children's behaviour. They offer children age-appropriate reminders about the rules of the setting.

Pre-school children understand to use their walking feet while indoors. Staff praise children for their good behaviour. This helps to promote children's confidence and self-esteem.

Children are developing their independence skills. Older children confidently put on their coats before going outside. They serve themselves fruit for snack time and help to tidy away afterwards.

Toddlers help to tidy away toys and resources ready for the next activity.The quality of teaching is good. Staff provide well-planned, exciting learning opportunities for children across all areas of learning.

However, staff could focus more on the intent of the activities, to support children to make even better progress in their learning.Children's communication and language skills are developing well. Children show enjoyment as they dance and sing along to nursery rhymes, using musical instruments to make sounds.

Children tell staff what songs they would like to sing next, and staff follow the interests of the children. Children use puppets and correctly choose the puppet that matches with the song they sing.Children's physical development is promoted well.

Children are encouraged to be physically active, indoors and outdoors. Older children learn to negotiate space as they race around the garden on ride-on toys. Younger children confidently climb the wooden steps on the indoor climbing frame before excitedly coming down the slide as staff count, 'one, two, three'.


The arrangements for safeguarding are effective.The manager provides staff with the skills and knowledge to recognise signs and symptoms of abuse and neglect and what to do if they are worried about a child. The manager shares information with other professionals working with families to help promote children's welfare.

The setting has a robust recruitment and induction procedure in place, ensuring all staff are suitable to work with children. Staff carry out daily checks to ensure rooms and equipment are safe for when children arrive at the setting.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide staff with further support to help them focus more precisely on the learning intention of planned activities, to help children make even better progress review the organisation of some transitions throughout the day to further support children to remain focused and engaged.

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