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
Inspection report: 24 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
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
turn. Children who experience potential barriers to learning make excellent progress across
the curriculum because of the focused support they receive.
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.
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.
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.
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.
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.
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.
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
nursery deciding on the activity. Assessment has been improved, resulting in staff identifying
more focused next steps for children, supporting much better progress.

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.
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.
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.

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.
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.
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.
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.
About this inspection
The inspector spoke with leaders, staff members, those responsible for safeguarding and
the special educational needs coordinator during the 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

Inspector:
Jill Thewlis
About this setting
Unique reference number (URN): 2848810
Address:
Pebsham Community Centre
Seabourne Road
Bexhill-On-Sea
Sussex
TN40 2SW
Type: Childcare on non-domestic premises
Registration date: 14/05/2025
Registered person: Bright Beginnings Daycare Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 06:00
Local authority: East Sussex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
30
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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