Bright Horizons Poppetts Day Nursery and Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children are happy and settle well when they arrive. Staff are caring towards the children and treat them respectfully.

This helps the children develop relationships with staff. Generally, staff implement positive behaviour strategies. As result, children have formed friendships and are kind to each other.

They play together harmoniously, chat with each other as they play in the mud kitchen and engage in craft activities together. Children display high levels of confidence and are keen to interact with visitors. This demonstrates that they feel safe and secure in the setting.

Leaders have designed a curriculum ba...sed on children's interests and what they need to learn next. However, weaknesses in the key-person system means some children's learning is not effectively planned for. In addition, there are inconsistencies in the quality of teaching across the setting.

Not all children benefit from interactions that offer appropriate support and challenge to extend their learning and move them to the next level of their development. This limits the opportunities that some children have to make good progress in their learning.

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

The leadership team at the setting has recently changed.

The new team are reflective and are aware that improvements are necessary to raise the quality of education to a good level for all children. Leaders strive to deliver high-quality care and education. They have considered how to achieve this and have started implementing their ideas.

They have put a programme of training, support, and mentoring in place to develop staff practice. However, the improvements are not fully embedded.The manager recognises the importance of having an effective key-person system.

However, this is not consistently implemented throughout the setting. Some staff working directly with the children do not have a good enough knowledge of children's needs and development levels. This means they lack sufficient information to plan for children's learning and development effectively.

Therefore, for some children, learning is incidental rather than purposefully planned to build on their skills and knowledge over time.On occasions, staff interactions during play help children to make progress. For example, when staff work with young children, they name colours as they mark make and show them how to use instruments.

Staff working with older children provide information and use explanations to develop their understanding of different concepts, such as colour mixing and floating and sinking. However, this teaching is not consistent from all staff. Therefore, not all children benefit from rich and meaningful interactions.

As a result, some children are not making the best possible progress.Children are supported in learning to be independent. For example, all children can self-select resources they would like to use throughout the day.

Young children are encouraged to use cutlery at mealtimes. Older children pour their own drinks and self-serve their food. Older children use the taps to fill their buckets in the mud kitchen.

This helps children learn important skills for the future.Children have access to fresh air as they move freely between the indoor environment and the garden. They have plenty of opportunities to build and develop their gross motor skills as they climb on the climbing frames and pedal the trikes.

Hand-eye coordination is supported when children pour and scoop water into funnels and containers. Children take part in forest-school sessions where they learn about the world around them. For example, they gain an understanding of pollination and are given the opportunity to plant wildflower seeds.

Parent partnerships require improvement. The setting has processes in place to communicate with the parents, for example, through an app and verbally at handovers. However, parent feedback indicates that these processes are not meeting their needs.

For instance, they do not feel adequately informed about changes to their children's key person or development. The manager acknowledges this and has plans to address the weakness. However, this is not yet having a positive impact.

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 meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure an effective key-person system is in place that allows staff to plan appropriately for children's development 23/07/2024 improve the quality of staff interactions to ensure that teaching is responsive to the individual learning needs of all children to help them make good progress 23/07/2024 improve partnerships with parents so they are well informed about their children's time at the setting.

23/07/2024

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