Bright Horizons Basildon Day Nursery and Preschool

What is it like to attend this early years setting?

The manager and her team ensure children and their families are welcomed into the inclusive and homely nursery. They are greeted by enthusiastic staff who are genuinely pleased to see them. The nursery is vibrant and exciting and overall, delivers a broad, stimulating and ambitious curriculum. The staff know the children well as they have invested time in getting to know them and their family before they attend. This means activities are planned to build on what children already know and what they need to learn next. Staff also plan learning opportunities with the 'Bright Horizons nurturing behaviour' principles underpinning the activities planned. The team recognise that happy children who are interested in their environment, learn well. Therefore, there is a strong focus on children's emotional development.

Children are confident and demonstrate they feel safe and secure. They ask lots of questions, show curiosity and are keen, eager learners. Gentle and attentive staff are skilful in their interactions. They provide children with lots of praise and encouragement and recognise their achievements. Children listen with intent and follow staff's instructions. They have established trusting bonds with their key person. Children are kind to one another and have made friendships. Their behaviour is very good.

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

• The quality of teaching is good. The management team has high expectations for all children attending. The manager ensures that the curriculum provides appropriate challenge and is securely embedded across all areas of learning, both indoors and outdoors.
• Children learn the skills they need to be independent. For example, they are positively encouraged to have a voice and make choices. They are supported to take care of their personal needs. They learn to dress themselves, pour drinks with skill and serve their lunch. These opportunities prepare children for successful future learning and for the transition to school.
• Good opportunities are provided through activities and daily routines to promote children's mathematical development. For example, children learn how to play hopscotch. They throw pebbles on numbers in order. They talk about numbers being higher or lower. They complete simple sums as they sing familiar songs. Staff use opportunities during all activities to help children learn about number recognition, sequencing, shape, and size.
• Care is taken to ensure babies individual routines are supported. Babies are welcomed into a cosy and homely environment. Attentive staff cuddle and sooth babies when they become tired. They enjoy singing and dancing and even the youngest babies, demonstrate they are happy. Babies are supported well during mealtimes. They are encouraged and fully supported to 'have a go' at feeding themselves as they are offered spoons and enjoy the praise they receive for their efforts.
• The special educational needs coordinator is very knowledgeable about her role and is committed to ensuring all children are well supported. Staff use early intervention strategies to ensure children can actively participate in all aspects of the nursery. All children, including those with special educational needs and/or disabilities, make good progress from their starting points.
• Staff are encouraged in their own professional development. There is a culture of evaluating and sharing new ideas. For example, staff members share training opportunities with the wider team and support them when introducing new strategies, such as the introduction of Makaton. However, sometimes staff do not challenge or extend the learning of the younger, most able children.
• Children learn about the world around them through planned activities and visitors to the nursery. For example, different professions such as police, doctors and vets visit and tell them about their role. Children learn about life cycles and explain to visitors to the nursery how they grow butterflies from caterpillars. They make beautiful creations using collage materials of the butterflies they have watched grow.
• Strong, effective partnerships have been established with parents, who express their complete confidence, appreciation and gratitude for the wonderful support their children receive. They comment that they are impressed with the progress their children make and the excellent communication from the 'amazing staff team'.

What the setting must and should do next

The provider should:

• strengthen staff knowledge about how to support and challenge the younger, most able children's learning.