Bright Horizons Bank Street Day Nursery And Preschool

What is it like to attend this early years setting?

Leaders have developed a curriculum that is ambitious for every child. They have clear learning priorities in each room to meet the age and stage of children. For example, there is an appropriate focus in the baby room on children building secure relationships with their key persons. Staff value the uniqueness of each child and can talk confidently about their key children and their individual next steps in learning.

Staff's interactions with children are warm and reassuring, which contributes to children feeling secure and confident. Children are keen to approach staff members to share things they have made or invite them into their play. For example, children collect a second set of identical resources from around the nursery to invite staff to make cookies from play dough with them.

Staff actively teach children to listen to each other and share resources. Children learn to play together cooperatively. For example, a group of older children work together to build an impressive array of tunnels and bridges out of wooden blocks. Staff are quick to step in and gently help children to resolve any minor disagreements. Children show an awareness of the rules in the nursery, although these need to be further embedded. For example, staff sometimes forget to remind children to use 'walking feet' inside, leading to some unsafe running. Nonetheless, behaviour is generally good.

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

• Leaders ensure that the nursery feels warm and welcoming. All rooms are well resourced and staff set up inviting activities that motivate children to explore. For example, children enjoy using dried citrus fruits and fir tree branches to make festive creations from play dough. Staff observe children and skilfully engage in their play to extend and enhance their learning. However, on occasion, staff focus on routine tasks and their interactions are not as meaningful.
• Leaders and staff put an appropriate focus on developing children's communication and language skills. They model and repeat key vocabulary for very young children. For instance, staff verbally label the pictures in simple board books. Staff narrate as children play and ask questions to promote their thought and conversation. As such, children become confident communicators in readiness for their next stage of learning.
• Children demonstrate positive attitudes to their learning. For instance, they persevere to count pom-poms onto Christmas trees, using jumbo tweezers. When children make mistakes, staff encourage them to keep on trying and support them to succeed, offering enthusiastic praise when they do so. This helps children to become resilient learners.
• The nursery benefits from plenty of space and natural light. Despite having no outside area, staff use the available space to ensure that children get opportunities to develop their gross motor skills. For example, children participate in yoga sessions and staff move furniture aside to set up obstacle courses. Additionally, staff take children on daily outings into the local area, such as to parks and the library. This gives children real-life experiences and helps them to learn about the world around them.
• Leaders and staff promote British values. For example, children vote every two weeks on who should be on the nursery's committee, who are given extra responsibilities and make decisions on behalf of their peers. For example, they decide where they would like to go on their daily outing. This helps to teach children about democracy in action.
• Children who speak English as an additional language are well supported. Leaders make sure that books reflect the variety of languages spoken within the nursery, and staff seek key words from home to help children communicate their needs. In addition, the nursery celebrates a range of festivals throughout the year, such as Diwali and Eid. This supports all children to feel valued and represented.
• The special educational needs coordinator works well with other professionals, and parents, to ensure a cohesive approach towards children's individual learning goals. Children with special educational needs and/or disabilities get the support they need and make progress towards their goals.
• Leaders have a secure understanding of their strengths and areas for continued improvement. The senior leadership team has empowered staff to take ownership of the action plan to ensure long-lasting improvements. There are numerous benefits in place to support staff's well-being. Staff comment they feel part of a supportive team.

What the setting must and should do next

The provider should:

• embed the expectations for children's behaviour so that all staff confidently reinforce the rules in the nursery
• continue to provide high-quality training, coaching and support so that all staff continue to improve their interactions with children.