Bright Horizons Eltham Green Day Nursery and Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff work closely with parents to help children to settle into activities and adjust to nursery routines.

Staff give children warm cuddles and use comfort items when children need additional reassurance. Younger children who are new to the setting snuggle into the laps of their key persons as they listen to shared stories or watch their friends play. Some children hear staff from similar backgrounds speak the language that they hear at home.

This helps them to develop a sense of belonging. Children are happy to attend. Staff support their emotional well-being effectively.

Staff consider children's individual ...learning needs and interests as they implement the curriculum. They provide a broad range of accessible resources that children use to help practise important skills. Staff frequently plan activities that involve sensory experiences and introduce children to a range of natural materials.

Children eagerly explore different textures and smells. Children benefit from the shared approach that staff promote with parents. For example, parents regularly choose books from a lending library.

This contributes to the involvement of parents in support for early literacy at home. Staff encourage children's curiosity and interest. Children gain confidence in their abilities as they safely play.

This promotes positive attitudes to learning and prepares children well for the future.

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

The manager has high expectations of children and staff. She works well with senior leaders to regularly review the service and considers how to continually improve outcomes for children.

Recent changes to room layouts have increased children's interactions across the nursery.The manager identifies training that helps staff to understand how children learn best. She supports staff to implement communication programmes.

This helps to further support targeted children to interact with others. Very occasionally, staff do not recognise when children lose focus during activities or offer them appropriate alternatives. Nonetheless, children engage well in learning overall and progress well.

Staff show that they understand the manager's curriculum aims. They provide well-sequenced learning opportunities that help children to develop the skills that they need for future learning. For example, children tip and pour during water play.

They use utensils during cornflour play that help to build stronger hand and wrist muscles. Older children go on to make marks on paper with increasing control.Staff share their accurate assessments of children's learning with parents.

They work closely with parents and discuss any emerging concerns about a child's development. This contributes to a shared approach that helps to identify and address possible gaps in learning. The special educational needs coordinator completes accredited training to enhance her knowledge.

Staff help children to manage their emotions and behave well. For example, the use of 'pocket penguins' provides reassurance for children who find it more difficult to spend time away from home. Staff help children to understand the impact of their actions on others.

They implement successful methods to address incidents of unwanted behaviour and share these with parents.Staff help children to understand the contributions that people from different communities make. Children listen to music from different parts of the world and see languages written in different texts and scripts.

This helps children to develop a sense of belonging. However, agreed methods, such as the use of language cards, are not consistently used by staff. Some children have fewer opportunities to recognise their backgrounds, languages and culture.

Staff implement procedures that contribute to children's safety, independence and good health. Children serve and pour their drinks. They recognise name cards that are clearly labelled with their individual dietary needs.

They self-feed and are well supervised by staff as they enjoy nutritious meals and snacks. Staff discuss children's personal care with parents and manage these effectively.Parents and carers speak very highly of the nursery.

They notice the very good progress that children make. Most children quickly achieve success when toilet training. Parents and carers value the use of technology to share information about their child's personal care and learning experiences.

Parents value the relationships that their children build with staff, including the nursery chef.

Safeguarding

The arrangements for safeguarding are effective.The manager has taken action to reduce the risk of dietary failures.

All staff have completed additional training and implement food safety protocols to help reduce the risk of cross contamination. Key persons closely supervise food handovers with the chef to ensure children's dietary needs are consistently met. The provider follows safer recruitment guidance and makes appropriate notifications to Ofsted.

Procedures to ensure the ongoing suitability of staff are appropriate. Staff know to recognise and respond to concerns about a child's welfare. They understand their responsibility to report any concerns about staff suitability.

Staff maintain accurate records of children's attendance. They record and share information about accidents with parents.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nextend the support for staff even further, so that they better understand how to adapt their teaching to meet the individual learning needs of children broaden opportunities for children to recognise their backgrounds and languages and to understand what makes them unique.