Bright Horizons Shortlands Day Nursery and Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and settled at the nursery.

The managers provide supportive systems to help new children settle quickly. This helps children feel secure. From the time they arrive, children confidently move around the different areas of the setting and direct their own play.

Managers and staff have high expectations for all children. From a young age, children are well behaved and encouraged to be independent. Children add resources to their activities and explore their ideas.

For instance, older children add a range of ingredients to cornflour as they attempt to re-create the texture of the moon. Younger c...hildren use magnifying glasses to search for toy insects among the real flowers, soil and foam. They show great delight when they count the eight legs on the bug they find.

All children make good progress, including those who receive additional funding and those who have special educational needs and/or disabilities (SEND). Staff provide opportunities for children to feel listened to. This builds on children's self-esteem and helps them feel valued.

This is apparent when children are encouraged in small groups to share ideas about what they would like to do during the day. They later reflect back and evaluate how the day is going.

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

Managers plan an ambitious curriculum.

This gives children a wealth of experiences. Staff know children well and regularly observe and plan activities following children's interests. Overall, teaching is good.

However, during some activities staff do not carefully consider opportunities to extend children's vocabulary. This would support children's communication and language skills to develop their learning even further.Children enjoy healthy meals and snacks.

Their individual dietary requirements are organised well to ensure that all staff are aware of children's needs. Children are encouraged to have a 'can-do' attitude. For instance, babies serve themselves at lunchtime.

Older children have rolling mealtimes. Overall, the management changes to the environment are well organised. However, some routines, such as lunchtime, do not meet the needs of all children effectively.

For instance, children's waiting times for meals can cause some children to become upset or discontent.Parents appreciate the wide range of activities. They receive regular updates and information from the online system.

Staff discuss with parents what children are learning and how they can support children at home. Partnership with parents is good. Managers identify gaps in children's learning and work closely with parents and professionals.

This supports all children, including those with SEND to develop skills for future learning.Staff plan a stimulating curriculum that considers children's ages and stages of development. For instance, older children discuss how to make the water station work.

They collaborate with their friends to transport water from different parts of the garden. Children show great delight with their achievements. They are patient and are developing a good understanding of cause and effect.

Children are caring and behave well. Managers create environments where children can explore their emotions and feelings in age-appropriate ways. For instance, babies have images of basic emotions and large mirrors to see themselves in.

Older children match photographs of themselves and their friends to different emotions. Staff encourage children to explore feelings such as 'calm' and 'peaceful.' They introduce songs to extend children's learning, such as, 'If you're happy and you know it'.

This helps build on their resilience skills.Managers have effective systems in place when recruiting new staff. They evaluate their practice, carry out staff observations and work closely with staff to continually raise the quality of the provision.

For example, they have developed the garden in the baby area further to provide more opportunities for children to learn through physical play.Staff support children to develop their physical skills. Children have lots of opportunities to explore the natural environment during outdoor play.

For instance, babies enjoy using different tools in the water. Children grow herbs, plants and tomatoes. They pick and eat their produce.

Children are developing a good understanding of life cycles.

Safeguarding

The arrangements for safeguarding are effective.Managers and staff have a good understanding of the signs and symptoms which may indicate that children are at risk of harm.

This includes how to identify possible indicators that families are exposed to extreme views and behaviours. Staff have a clear understanding of who to contact if they have concerns about children's welfare. They are familiar with the whistle-blowing policy and procedures for reporting allegations.

The management team ensures that staff keep their safeguarding knowledge up to date. For instance, staff complete training and discuss safeguarding issues in staff meetings.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance staff understanding and practice of how to help children develop a wide and varied vocabulary support children more effectively during mealtime routines to enable all children to fully benefit from the learning opportunities.