Bright Horizons Brindley House Day Nursery and Preschool

Inclusion: Expected standard

Systems in place are secure to identify when there are delays in children's learning and development. Ongoing assessment ensures that action plans are updated to support ongoing development. When leaders and staff identify delays in children's learning, and/or children have special educational needs and/or disabilities, staff work effectively with other agencies to ensure consistency in the approach to support children and their families. Parents appreciate the advice and support they receive and are provided with home learning to ensure children have consistency and make appropriate progress.

Staff are passionate and training means they understand and are able to provide targeted support. Staff have a secure understanding of the funding available, and this is used appropriately to further support children. Leaders and staff ensure that any additional funding is used effectively to meet children's individual needs and to enhance their learning and experiences. For example, funding is used for training so that staff can understand and effectively meet children's individual needs. Staff adapt their approach and resources to ensure that all children make the progress they are capable of.

Curriculum and teaching: Expected standard

Leaders have designed a well-thought-out curriculum that focuses on individual children, helping them to achieve their full potential. Staff have a strong focus on communication and language and support children effectively to develop their vocabulary. The curriculum and planning of activities build on children's interests, their starting points and what they need to learn next. This ensures children benefit from targeted support, enriched experiences and improved progress across all areas of the curriculum. Mathematics is embedded effectively throughout children's play and learning. Children show their understanding by using mathematical language independently.

Staff's interactions with children meet their individual needs and enhance their learning. Regular singing and storytelling extend children's vocabulary and introduce them to new words. Staff assess children's communication needs and make adaptions to ensure that children are aware of what is happening and what is expected of them. For example, staff use simple signing and now and next boards to support children with special educational needs and/or disabilities and children who speak English as an additional language. Staff provide regular opportunities for children to be outdoors and develop their physical skills. Staff plan activities that support children to work alongside and with each other. Small-group activities teach children how to work together and to take turns. However, at times, staff are quick to solve problems for children. This means, at these times, children are not gaining the skills needed to develop problem-solving skills.

Achievement: Expected standard

Children make consistent progress through all areas of learning and development. Staff's support for communication and language means that children are independent learners, who communicate confidently. Staff scaffold children's learning so they make the progress they are capable of. They complete regular observations and assessments to ensure that children have appropriate next steps and make steady progress. This includes preparing children for the next stage in their learning, such as starting school. Children show they are independent and manage their own care needs. Staff work closely with other agencies to put action plans in place, for example, for children with special educational needs and/or disabilities, to ensure there is consistency for children and their families.

Behaviour, attitudes and establishing routines: Expected standard

Staff are positive role models and children behave well. Staff consistently provide children with gentle reminders about using good manners and being kind, which are appropriate to their age and stage of learning and development. Children are supported to share and take turns. If conflicts arise, staff support children effectively to resolve these. Children learn about how they are feeling and how to manage their emotions in an appropriate way. Information gathered from parents ensure that children's routines are followed from home, particularly the youngest of children, this provides the children with consistency and a sense of security.

Staff build secure and positive relationships with the children and, as a result, children show that they feel safe and secure and have a positive approach to their learning. Recent changes to the lunchtime routines ensure that children's learning is not interrupted. Leaders have procedures in place to ensure that any non-attendance is followed up, this helps to establish secure routines and strengthens relationships.

Children's welfare and wellbeing: Expected standard

Staff know the children well, they have positive relationships with them and form secure attachments. Leaders and managers have provided training to ensure staff know, understand and follow policies and procedures to keep children safe. Staff support children to learn how to lead a healthy lifestyle. They prepare healthy snacks and meals and provide children with plenty of opportunities to be outdoors to develop their physical skills.

The setting is welcoming and nurturing and staff have created spaces for children to sleep and sit quietly when needed. The key-person system works well, and staff know and meet children's individual needs effectively. For example, staff recognise when children are quieter than usual and check on children's wellbeing. Children are supported to recognise and manage their emotions in an appropriate way. If conflicts arise staff, support children to find solutions.

Leadership and governance: Expected standard

Leaders are committed to providing children with high-quality care and education and have an ambitious vision for the nursery. The curriculum is sequenced that identifies the skills children should learn at different stages of their development. Leaders have developed their safeguarding procedures and training to ensure staff all have a clear understanding of how to keep children safe. As a result, staff know and follow policies and procedures to ensure the safety of children. Staff have regular one-to-one meetings with managers and leaders to discuss any training or support needed. This supports staff's wellbeing and enables them to progress in their own learning and development.

Leaders and staff swiftly identify children who need additional support, including those with special educational needs and/or disabilities, and ensure that appropriate plans are in place to help children achieve to the best of their ability. Overall, parents are happy with the communication and information they receive about their child's daily routines. However, leaders and managers have not ensured that parents understand how they are supporting staff to follow policies and procedures. This means that parents are not reassured about the care provided for children.