Bright Horizons Putney Day Nursery and Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are curious learners and show that they are happy and secure.

They have good opportunities to learn through their senses and acquire new knowledge and skills. Children choose from a good range of exciting activities that support their learning across the different areas of the curriculum. They benefit from staff's high expectations for their learning.

Babies have fun exploring and mixing herbs. They listen to staff and repeat new words. Babies listen with interest to the story, 'The Tiger Who Came to Tea' and then play imaginatively with different foods linked to the story.

Toddlers name animals and d...iscuss different habitats while they play with water. They develop their hand muscles when manipulating scented dough and count the objects they make, extending their mathematical knowledge. In addition, toddlers delight in singing action songs and exploring musical instruments.

They listen carefully and have a growing awareness of rhythm and rhyme. Pre-school children are good problem-solvers. For example, they creatively build and persevere when exploring construction resources.

Children learn about letters and sounds. For example, when participating in 'Alphabet yoga'. Children take turns and share during play and they behave very well.

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

Families benefit from an effective settling-in process. Staff use this time to find out detailed information about children's needs, routines and preferences. They use this information very well to plan activities that incorporate their interests and build on their current stage of development.

As a result, children settle in well and they are relaxed and content.Leaders develop a rich curriculum that includes a varied programme of activities for children's age and stages of development. Children respond positively with enjoyment.

Staff closely monitor their learning and support children to make good progress.Children with special educational needs and/or disabilities and children who speak English as an additional language receive good levels of support. For instance, staff work closely with parents and other professionals to ensure a shared approach to their learning.

Children develop good relationships with staff and their peers. Children are kind towards each other. Staff interactions are supportive and children respond well to encouragement and praise.

They understand what staff expect and follow the rules and boundaries. Children behave well.Staff regularly help children to understand their feelings and emotions.

For instance, staff have conversations with children about how they feel as they place their photographs on a feelings display board. This has different colours that represent different emotions, such as happy, sad and angry. Children frequently discuss how they feel; many stating they feel happy.

Staff have good partnerships with parents. They receive regular updates about their children's day and ongoing development. For instance, staff share children's experiences and development using an online app.

Parents express that there is a welcoming atmosphere, and their children are excited to attend.Leaders and staff focus on promoting healthy lifestyles for children. Children eat a variety of healthy foods and snacks and staff have conversations with them to develop their understanding of nutritious foods.

They also have regular opportunities to play outdoors and experience fresh air. This develops their physical skills. In addition, staff promote children's emotional health effectively.

For instance, children frequently join yoga sessions, breathing exercises and mindfulness games.Staff have good levels of support from leaders to fulfil their roles. For instance, they receive ongoing coaching and feedback to develop their skills.

Furthermore, they have ongoing opportunities to engage in professional development to enhance their knowledge and practice. This means children benefit from a good range of learning experiences and have a positive approach towards learning.The quality of teaching is good, however, on occasions, some staff members questioning techniques do not extend and challenge children's thinking skills to the very highest level.

Furthermore, staff do not always fully maximise opportunities for children to offer their own ideas during spontaneous play.Leaders regularly evaluate the provision and have a clear vision about making future enhancements. For instance, a new curriculum has recently been introduced with much more focus on outdoor learning and supporting children's holistic development.

This has been helpful in promoting children's overall levels of well-being.

Safeguarding

The arrangements for safeguarding are effective.Leaders use thorough and rigorous recruitment procedures.

For instance, as part of the recruitment process new staff complete trial sessions in the classroom to help ensure they are suitable to fulfil their roles. They complete an in-depth induction to help them to understand about their responsibilities. Leaders ensure staff can recognise any behaviours or signs that may show a child's safety and welfare is compromised.

Staff know how to report any concerns to help keep children safe. In addition, in response to the pandemic, a new housekeeper has been employed to increase cleaning procedures to minimise the spread of infections and germs.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance staff's teaching skills to extend and expand children's thinking skills and learning to the highest level reflect on giving children more opportunities to make their own suggestions and choices during play.