Bright Horizons Countess of Chester Day Nursery and Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy, safe and settled in this welcoming nursery. It is clear that children are at the heart of everything that staff do. Children are confident and incredibly sociable.

They eagerly share their experiences with adults and invite them to join them in their play. Children engage in a wide range of opportunities. Staff use children's interests to engage and motivate children in their learning.

For example, children concentrate intently as they safely use knives to cut up fruit. They enjoy exploring the texture of fruits and competently count how many seeds. Staff introduce children to new words that describ...e the smell of fruit.

Children repeat words such as 'aroma' and 'citrus' as they investigate.Staff have high expectations of all children. Children behave very well.

They are supported by kind and caring staff. Older children create a 'pre-school promise'. This helps children to manage their own behaviour effectively as they 'promise' to act in a positive manner.

Children are helpful to their friends. They assist each other to complete tasks and they reassure and encourage others to try new experiences. Following the COVID-19 pandemic, leaders have strengthened the key-person system.

This means that every child has a meaningful relationship with at least one adult. This helps children to feel secure, especially those who struggle to separate from their parents.

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

The leadership team successfully promotes a culture of reflective practice with staff.

Staff feel their well-being is a priority and new staff are happy with the induction process. That said, leaders do not always monitor staff practice closely enough to ensure all teaching is consistently of the highest standard.Staff have a good understanding of child development.

For example, staff working with babies enthusiastically explain that young babies enjoy playing with black and white resources because they tend to see these colours first. Staff observe and monitor children's progress. However, staff do not always identify what children need to learn next.

This means learning does not always build on what children already know and can do.Parents speak highly of the staff and value the support they receive in helping them to contribute to their children's learning at home. Staff share information about children's progress and provide helpful advice on a number of child development matters, including toilet training and sleep routines.

Parents are well informed and able to provide a consistent approach to learning.Staff give utmost priority to helping children develop their communication and language skills. Children enjoy waving scarves as they join in with fun action songs.

Staff use correct language as they speak to children and narrate children's play. This helps children to become confident communicators.Children access an abundance of high-quality books throughout the day.

Babies sit happily and share books with their friends. Older children proudly choose a book to take home from the lending library. Parents are given ideas about how they should read to their children to engage and enthral them.

This gives parents confidence when sharing books with their children. As a result, children are supported to develop a real love of reading.Staff promote children's physical development.

For example, babies build strong core muscles and learn to safely move about their playroom. Toddlers learn how to balance on tyres and climb on low-level equipment. Older children show their coordination as they run around in the garden.

They climb and jump as they excitedly search for hidden numbers in a number hunt. These activities help children to develop their coordination and strength.Children develop the ability to solve problems through the array of activities on offer.

For example, children discuss if they think different fabrics will 'repel' or 'absorb' water and test their ideas out. They develop the strength in their hands as they squeeze water from pipettes onto different fabrics. Staff ask questions that start discussions.

This helps children to think critically and develop positive attitudes that will benefit them when they start school.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff are committed to safeguarding children's welfare.

They accurately identify the potential signs and symptoms that may indicate that a child is at risk of harm. Staff know the procedures to follow if they are concerned about children's welfare or the practice of another member of their team. Leaders ensure staff keep their knowledge and skills up to date.

Risk assessments of the environment are carried out daily and children help with this task. As a result, they are learning how to keep themselves safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: monitor staff practice more closely to ensure all teaching is of the highest standard consider children's next steps, so learning always builds on what children already know and can do.