Bright Horizons Golders Green Day Nursery and Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at this welcoming setting happy and excited for their day ahead. Staff are caring and responsive to children's individual needs. For instance, they follow babies' care routines from home when they first join the provision.

Therefore, children settle quickly, they build meaningful relationships with staff and feel safe and secure. Children confidently seek adults to share their activities and achievements. Staff respond with enthusiasm, which helps to boost children's self-esteem.

Staff have high expectations for children. They provide a vibrant and well-resourced learning environment, which inspires chi...ldren to explore and play. Children confidently choose their activities and engage with purpose.

For instance, babies develop awareness and control of their movements during 'messy play'. Toddlers distinguish between the sounds of musical instruments and older children build and construct creatively.Children enjoy playing together and develop good friendships.

They learn about the languages and cultures of their peers and celebrate a variety of special events together throughout the year. This helps them to be understanding and tolerant about the views of others. Children learn to recognise their emotions and to understand how others feel.

For example, young toddlers are curious about the facial expressions of the characters in a book. They ask, 'why is she sad?' and reason, 'she is looking for her mummy'.

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

Leaders support and motivate the staff team well.

They constantly reflect on how they can develop their curriculum to meet children's changing needs and interests. Staff talk enthusiastically about the impact of further training. For example, they describe how 'boogie mites' training has helped them to support and extend children's love of music and dancing.

Children of all ages show positive attitudes to learning. for example, they display a genuine interest and love of books. Babies confidently approach staff with their favourite stories.

They are captivated by the staff's skilful storytelling and listen intently. Older children explore their ideas about stories enthusiastically, such as through discussions, role play and artwork. This helps children to build firm foundations for reading.

Children with special educational needs and/or disabilities are generally well supported. Staff communicate with parents, outside agencies and other provisions that children also attend, to help them understand and cater for children's needs. They are attentive and support children's independent play and exploration.

This helps children to develop new interests and build relationships with others. However, staff do not always use additional strategies consistently, to help children to communicate and follow the routines and boundaries.Staff use positive ways to promote children's good behaviour.

For example, they remind babies to use 'kind hands' as they play alongside their peers. However, staff in the toddler room do not always provide clear and consistent guidance about their expectations. For instance, at mealtimes, some children are allowed to play with toys at the table, while others are told to put them away.

Consequently, children are not always sure about what they are allowed to do and how to moderate their behaviour.Children develop good physical skills. They enjoy being active to support their overall good health.

For example, Babies develop early crawling, cruising and walking skills as staff offer reassurance and praise. This helps them to become confident, as they build further on their physical skills. Toddlers show that they can put on their coats independently, and older children skilfully use tools such as scissors and tape to shape and join materials.

Staff support children's understanding of health and hygiene well. Children are taught about the importance of handwashing before eating. They are encouraged to drink plenty of water to stay hydrated.

Children develop a secure understanding of the importance of good oral hygiene. For example, they learn how to brush large models of teeth and talk with staff about the benefits of healthy eating.Leaders and staff value their partnerships with parents and are always looking to involve them further in their children's learning.

For instance, the manager organises weekend activities, where families have fun and learn together. Parents say that they are kept well informed about their children's care and learning via the setting's online app and through their discussions with staff. They speak highly of staff and say that their children thoroughly enjoy attending.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff have a secure understanding of their safeguarding roles. They receive regular safeguarding training to help keep their knowledge and skills current.

Staff recognise the signs of abuse and know what to do if they become worried about a child's welfare. They understand the procedures to follow if they have concerns about the conduct of other staff. Staff check the premises and resources daily, to provide a safe learning environment.

They use the setting's 'Candy Floss' character, to help children learn about keeping safe. The provider has appropriate procedures in place to check staff's suitability.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen further the provision for children with SEND, to ensure that all staff consistently implement effective strategies, which promote children's communication and help them to understand expectations support staff in the toddler room to provide clearer and more consistent guidance, to help children understand the boundaries and moderate their behaviour.