Bubbles Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children's behaviour is extremely good. They listen carefully to adults and follow their instructions.

When children want to join a game, they share resources and make sure there is enough room for everybody. Staff teach children the rules and boundaries of the setting from a young age, and children understand what is expected of them. Staff remind children to make good choices, and children respond positively and support their peers.

For example, children say 'remember to line up nicely' or 'remember to listen carefully'. Children play together, throwing and catching a ball. They laugh together and work as a team to k...eep the ball off the ground.

Practising these important social skills gives children a good foundation for their next stage of learning. Children begin to gain their independence from a very young age. They find their own shoes and coats and learn to pour their own drinks.

Children over one year of age begin to serve their own food and use cutlery at mealtimes. This gives children a sense of achievement, and they become independent learners. Children enjoy helping staff throughout the day.

They carry out small jobs, such as handing out the plates at lunchtime. Children gain a sense of responsibility and purpose and are proud to be helpful and kind.

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

Staff have implemented a well-sequenced curriculum that supports children's development throughout each room.

They focus on communication and language development, and children engage in a range of activities, make good progress and develop a love of learning. The curriculum in the pre-school room is focused on preparation for school. Children practise important social skills, including sharing and taking turns.

Children demonstrate their confidence and skills to visitors, showing them how to use a range of technology, listening to staff and following instructions.Children learn about the natural world around them. They enjoy planting seeds and helping the plants to grow.

Children are excited to share their tomato and strawberry plants with visitors. Staff also arrange exciting experiences for the children, such as hatching chicks and visits from a pony. They provide a wide range of different experiences, broadening children's knowledge of the world around them.

Families are offered a flexible induction to the setting based on the needs of the children and parents. This means that children are given time to develop relationships with staff before they begin attending the setting on a full-time basis. Staff gather a range of information from parents about children's routines and interests before children begin.

However, staff are unsure of what children know and can do when they start, as they do not discuss this information with parents on enrolment.Staff know children very well and can discuss children's learning and development in depth. They understand children's interests and plan exciting activities.

When children show a delay in their learning and development, staff are quick to act upon this. They gain advice from other professionals and complete referrals to gain support for both the children and their families. Therefore, children with special educational needs and/or disabilities continue to make progress and achieve to the best of their abilities.

The manager, owner and staff team are very enthusiastic and passionate about the setting. They are excited to provide children with different experiences and enjoy their roles in the setting. The manager carries out regular supervisions and observations and encourages staff to be reflective practitioners.

However, training and professional development opportunities do not focus precisely on raising the quality of teaching to the highest level.Parents are happy with the care their children receive at the setting. They explain that communication is excellent, and they receive verbal feedback at the end of every session.

Parents have developed good relationships with their children's key persons, and they are grateful for the support they receive if they are having difficulties at home.

Safeguarding

The arrangements for safeguarding are effective.Staff attend regular safeguarding training and have an excellent knowledge of how to protect young children from harm.

They confidently discuss the signs of abuse and what to do if they have concerns about a child. Staff know who to contact for advice or to refer any serious concerns. Contact details are displayed throughout the setting for easy access.

Staff have a good knowledge of wider safeguarding issues, such as the 'Prevent' duty, female genital mutilation and county lines. Where there are concerns about an adult within the setting, staff contact the local authority designated officer.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: gather more information from parents to help identify children's starting points to focus teaching and learning right from the start strengthen staff training and professional development opportunities to focus more precisely on raising the quality of teaching to the highest level.