Bright Horizons Ely Day Nursery and Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff take the time to get to know the children and their families well through a thorough induction to the nursery.

Care routines, such as sleep and feeding patterns for babies and toddlers, are closely followed from home. These help to support a smooth transition for children into the nursery and enables staff to plan for their learning with their individual needs and interests in mind from the start. Staff form strong bonds with children and are kind and loving.

They smile and use warm facial expressions in their interactions. Children show they feel safe and content through their positive interactions towards staff.... Babies smile and wave their hands when staff sing and enjoy cuddles throughout the day.

Children are beginning to understand rules and boundaries. They follow routines such as tidying away toys and washing their hands before lunch. Children have made positive friendships.

They look at books together and make up stories in role play. Children are encouraged to share and take turns from a young age. Sensory play experiences are plentiful, allowing children to explore a variety of textures that promotes their creativity and curiosity.

For example, babies wash dolls with soap, while the eldest children mix flour, water, and paint together to make a paste that they thoroughly enjoy exploring with their hands.

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

Staff know the children in the nursery well. They find out what children know and can do and plan activities which consider both their interests and development needs.

There is a clear focus on preparing children for the move to school and helping them to become familiar with the new changes. For example, teachers visit the nursery, staff help children to recognise their school logo and uniforms are provided in role play.Staff regularly assess children's learning and plan effectively to support their emerging next steps.

They are quick to recognise where children may need additional support in their learning. Staff work closely with parents and seek the support and guidance they need from other agencies to help them make progress and close any gaps in attainment.Stories and singing are a key part of daily practice, helping to promote children's communication and language skills.

Children independently look at books and the eldest children listen intently to a story being read, confidently asking questions about what they can see on the page. Staff support children to count, and problem solve in routine activities, such as counting the number of cutlery and plates needed for the children present at lunchtime.Effective systems are in place to ensure children's health needs are consistently met and children learn how to manage their own self-care.

In hot weather staff ensure suncream is applied twenty minutes before going outside and that ultraviolet levels are safe. Children ask if the sun is too hot to play in the garden and staff explain what the colours on the chart mean and which colour is safe to play outside. Children are reminded, through an alarm every thirty minutes, to drink water to remain hydrated.

Effective partnerships with parents are in place and is a strong aspect of the nursery. Parents receive constant information about their child's time in the nursery and staff work closely with them on key aspects of children's development, such as potty training and transitions between rooms. Activity bags and a book lending scheme helps parents to encourage and support children's learning at home.

Staff, many of whom have been there for a number of years, say they enjoy working in the nursery and feel very well supported in their role. Staff's well-being is given high priority by leaders and incentives, such as employee of the month, help staff to feel valued and appreciated by management and their colleagues. Staff receive appropriate training and coaching that helps them to improve and develop their practice.

At times, some staff attempt to manage children's occasional unwanted behaviour from across the room and not directly at their level. They do not consistently explain to children why some behaviours are not acceptable. This does not fully support children to understand how their behaviour impacts on themselves and others.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to help children understand expectations and recognise that their behaviour has an impact on themselves and others.