Bright Horizons Bracknell Day Nursery and Preschool

Inclusion: Needs attention

Leaders' and staff's assessment of children's needs is not yet consistent enough to reduce barriers to learning and has not had a measurable impact on children's outcomes. As a result, learning gaps remain evident. Although leaders have systems for early identification and share information through training and supervision, inconsistencies in staff practice limit the effectiveness of these systems. While some support is in place for children with special educational needs and/or disabilities (SEND), those known or previously known to social care and those who face barriers to learning, it is not consistent enough to secure positive progress for all children.

The setting works in partnership with external agencies, including speech and language support coordinators and the early years inclusion team, to provide some support for children with SEND and those facing barriers to learning. However, this partnership working does not have a strong enough impact on children's progress, particularly in developing communication skills. Although referrals and external input are in place, recommended strategies are not consistently embedded in daily practice. As a result, children do not always receive the tailored support needed to build on the advice provided.

Curriculum and teaching: Needs attention

The curriculum is not yet fully implemented and lacks ambition for all children. As a result, some children, including those with special educational needs and/or disabilities (SEND), wander without purpose and do not engage meaningfully in activities. Staff observe and assess children's needs; however, they do not use this information consistently to plan precise next steps or build on what children already know and can do. Consequently, some children do not develop secure foundations in key areas of learning.

Staff provide a wide range of activities across all areas of learning, with a particular focus on fostering children's love of rhymes and books. In every room, staff sing with children, who join in with actions and familiar phrases. Books are available throughout the setting, and children regularly self-select them, happily flicking through pages. Older children often narrate the story to themselves. However, some activities lack clear intent. For example, toddlers struggle to listen and focus during large-group times. Some wander away, while others choose to play at the back of the group instead. In addition, staff do not always recognise the purpose of an activity or consider its impact on the wider room. For instance, staff play loud musical stories in the middle of a room where other children are concentrating, which disrupts focus and interrupts learning.

Leaders and staff recognise that children need to feel safe and secure in order to learn. Staff build positive relationships with children and typically help them to settle well. Leaders emphasise the importance of communication and language, and staff sit at children's level and comment on their play. However, staff do not consistently adapt their interactions or use effective strategies to meet the differing communication needs of all children, including those with SEND. As a result, some children do not develop the strong communication and language skills they need, and gaps in learning are not reduced.

Achievement: Needs attention

Children do not always make progress, and they are not consistently developing all areas of development. Children do not benefit from consistent support, and some children do not access the full curriculum. Consequently, gaps in children's knowledge do not close at a steady or sustained pace. Children's diverse needs are not always well planned for. As a result, they are not able to engage meaningfully and often move away from activities. Some children, including those with special educational needs and/or disabilities, are not provided with learning experiences that precisely match their individual needs. This limits their opportunities to achieve and make good progress.

Toddlers use simple sentences to communicate their wants and needs. They sometimes join in with familiar stories, although their engagement varies due to weaknesses in staff practice. Pre-school children are beginning to count and use early number language. For example, they happily count hearts, adding 5 and 3 to make 8. They are developing an early understanding of mathematical concepts.

Behaviour, attitudes and establishing routines: Needs attention

Staff expectations for behaviour and routines are not implemented consistently. Although staff support older children, including those with special educational needs and/or disabilities and those who face other barriers to learning and wellbeing, to understand their daily routine, this is not consistent across the nursery. For example, staff repeatedly remind older children what will happen next before transitioning to lunchtime to help them to prepare for the change in activity. As a result, these children know the routine well, confidently sit at the table, wait patiently to serve their own meal and enjoy group discussions. However, routines are not consistently organised or predictable across the rest of the nursery. For example, toddlers struggle to manage transitions between free-flow play and group time, and staff do not adapt routines to meet their developmental needs. This means younger children are not always given the age-appropriate support they need to understand what to do and how to behave at nursery.

Overall, staff teach children how to share and take turns, and children often collaborate successfully during play. For example, toddlers happily fill watering cans with water, telling one another, 'I do it,' while their friends wait patiently, giggling as they pass the watering can on. Older children play cooperatively as they create imaginative stories in the dinosaur swamp. Staff praise and encourage children to have a go, supporting their confidence and self-esteem. For instance, when children are nervous about going outside, staff reassure them by excitedly sharing that their friends are waiting. However, while some staff use positive strategies to support children's behaviour, this is not consistent.

Children's welfare and wellbeing: Needs attention

The key-person system is not yet effective in practice. Children do not consistently benefit from support from a key person because leaders have not ensured that staff fully understand or implement the key-person role effectively. For example, at times, staff are unclear about which children they are responsible for as key workers. Furthermore, staff who are key persons for children with special educational needs and/or disabilities or those who face barriers to learning do not always know how to support them effectively. This results in children becoming upset and staff feeling unsure about how best to help. These weaknesses mean that children's welfare and emotional wellbeing are not fully supported.

Overall, children settle well in the warm and inclusive environment. They form positive relationships with their peers over time. For example, older children enjoy sharing stories together and cuddling up as they do so. Children are supported to learn about healthy lifestyles, and they have daily access to outdoor play, which promotes their physical health and wellbeing. They are provided with a range of healthy foods, and staff gather information about dietary requirements to meet individual needs. In addition, staff help children learn about making healthy choices. For example, at lunchtime, children chat about the vegetables on their plate and how many they plan to eat. This helps them develop healthy habits and encourages them to try new foods.

Leadership and governance: Needs attention

Leaders oversee daily practice; however, the systems for monitoring the quality of provision are not effective. Leaders have not identified that key aspects of practice, such as behaviour management and the support for children with special educational needs and/or disabilities or those who face barriers to learning, are not working well. They have also not ensured that routines consistently support children's learning. In some rooms, particularly the toddler rooms, staff do not adapt routines at appropriate times. This can lead to a disorderly environment in which children become upset.

Leaders are committed and caring, and staff say that they appreciate the support for their wellbeing and individual circumstances. However, leaders' governance and oversight are not yet effective in securing sustained improvements across the setting. Although leaders carry out regular supervisions and feedback discussions with staff, they do not always identify weaknesses in teaching. As a result, inconsistencies in teaching remain, and children's best interests are not always promoted.

Leaders and staff communicate with parents and carers through daily discussions and an online platform. Parents spoken to during the inspection report positive communication with staff and say their children are settled and happy. They appreciate the parent events, such as regular open days, and say these help them feel part of the community.