Bright Horizons West Hill Day Nursery And Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff build strong relationships with children from the start.

Children arrive happily and settle quickly in the calm, welcoming environment. Staff show toddlers how to use the resources, which helps children to learn new skills, such as scooping soil with a small spade. Children get lots of praise and encouragement for their efforts, which helps them to persevere.

Children behave well and learn to follow simple instructions, such as using 'kind hands' and 'walking feet'. Staff teach children to be independent. For example, they learn to choose their own activities and tidy away their toys.

Older children pour... their own drinks and scrape their plates after their healthy meals. The manager is ambitious for children's learning. She plans a broad curriculum that helps children to develop skills across the early years foundation stage, which prepares them well for the next stage in their learning.

Children enjoy opportunities to play outdoors everyday in fun, spacious gardens. They gain confidence in their physical abilities as they learn to use bikes and move in different ways. Babies stretch their arms to touch bubbles and giggle with delight when they pop.

Children learn about where their food comes from. They grow herbs and vegetables in their indoor garden room, which they use in cooking activities and sensory play.

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

Young babies' individual routines are maintained, which helps them to feel safe and secure.

All children have a key person who knows their personal needs well. Children enjoy lots of cuddles, smiles and positive responses, which support their well-being.Children have opportunities to develop their own ideas through open-ended activities, such as mark making and role play.

Staff provide opportunities for children to build on what they can already do. For example, babies develop their finger muscles as they explore textures, while older children develop these skills further to make models with small construction bricks.Staff observe children's play to identify the next steps in their learning.

They use children's interests to help them to engage in their play, which means that children are highly motivated most of the time. Occasionally, staff do not tailor their plans enough to meet all children's learning needs. However, this does not significantly impact on the progress that children make.

The special educational needs coordinator supports staff to meet the needs of children with special educational needs and/or disabilities. There are effective strategies in place to share information with parents and other professionals and provide a consistent approach to support children's learning.Staff support children's communication and language development well.

They extend children's vocabulary by using words such as 'thyme' and 'kale' during sensory play. Pre-school children join in with conversations and learn to ask questions. The manager has correctly identified that more could be done to support children who speak English as an additional language.

She plans to take steps to provide more opportunities for children to hear and use their home languages at the setting.Children develop a love of books and stories. Babies enjoy sharing books and snuggle in with adults for story time.

Older children regularly ask adults to read them a story and talk enthusiastically about the pictures.Children learn to keep themselves safe. Staff teach them about the risk of putting toys in their mouths so they do not choke.

Children learn to wash their own hands before meals and to mop up spilt water to prevent accidents.Partnerships with parents are good. Parents say that they receive regular updates about their children's progress and enjoy photos shared via the online app.

Parents say that they feel very supported by the caring staff team. Parents appreciate their flexible approach.Leadership and management is good.

The manager effectively evaluates the quality of the provision to identify areas for improvement. Staff receive regular one-to-one meetings and feel well supported.

Safeguarding

The arrangements for safeguarding are effective.

Risk assessments are effective. Staff assess the environment and remove hazards as necessary throughout the day to keep children safe. Staff are vigilant in minimising choking hazards.

All staff complete regular safeguarding training to keep their knowledge up to date. This means that they have a good understanding of child protection and how to report their concerns. There are effective procedures in place to respond to allegations made against staff.

All staff have enhanced Disclosure and Barring Service checks, which are monitored regularly. A majority of staff hold paediatric first-aid certificates and know how to provide emergency treatment if required.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance opportunities for children who speak English as an additional language to hear and use their home language provide further opportunities for staff to improve their teaching skills to meet individual children's learning needs.