Bright Horizons Bristol Day Nursery and Preschool

Inclusion: Needs attention

The provider does not consistently identify children's emerging needs accurately or respond to them promptly. While staff identify some needs and put plans in place to support children's emotional development, these do not consistently meet all children's learning needs. There are times when parents and carers raise concerns about children's needs, but the provider waits too long before assessing and putting effective support in place. When this happens, children do not get the targeted intervention to support their learning quickly enough. However, where they do accurately assess children's needs, children with special educational needs and/or disabilities (SEND) do make progress. In these instances, staff know children's needs well and follow appropriate plans that prepare children for the next stages in their learning. The provider works well with external agencies to secure the long-term support that children need. Staff build positive relationships with children, which ensures they feel included. Children with SEND are confident and generally engage well in the learning prepared for them. Children learn the social skills to play well with their peers, through the support that staff provide them. Leaders support parents to provide a flexible approach. They explore funding opportunities with them that support their children.

Curriculum and teaching: Expected standard

Leaders have developed a curriculum that is generally effective. It supports all areas of learning. Leaders are ambitious for all children and ensure that the curriculum is typically taught well. Some staff are effective teachers. They successfully engage children in small-group sessions. These sessions teach children the skills and knowledge they need to develop well. Babies listen intently as staff describe the properties of toys, such as by saying it is 'squashy'. This builds their vocabulary. Babies are confident to join in offering their contributions saying it is 'yellow'. Older children successfully learn about the condition's seeds need to grow. Staff celebrate their accomplishments.

Learning is generally sequenced well. Staff weave mathematical language into daily learning activities throughout the setting. Younger children build an enjoyment of books, which they share with staff. While staff expertly teach older children pre-reading skills. The provider prioritises children's physical skills from the moment they start at the setting. Staff encourage babies to move with increasing confidence. Older children learn to balance on planks in the garden. Leaders have improved the outdoor environment, which helps children to benefit from lots of physical activity. Leaders have an accurate understanding of how to enhance teaching. However, there are occasions when some staff do not extend children's learning further. For instance, while children enjoy pouring water, this becomes repetitive and does not teach children skills or knowledge they need to make progress. Leaders have identified this and have appropriate support is in place to build staff confidence in teaching children.

Achievement: Expected standard

Children generally achieve well. They learn the skills and knowledge they need to succeed in their next stage of development. Older children are skilled at hearing some of the patterns sounds make within words. This prepares them well for their future learning. Babies and young children enjoy reading. They learn to handle books with care as staff build anticipation through exploring lift-the-flap stories.

Once established, children who experience disadvantage make progress. They use the skills they learn to interact socially with other children. These children are confident to initiate their own games with others. Children enjoy singing. They sustain their concentration as staff sing mathematical songs with them. Children enjoy the visual prompts that staff use. These help children to maintain their concentration and participation. They are confident to join in with their own ideas, such as by saying there are '3 ducks left.'

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff typically have high expectations of children's behaviour. Staff proficiently engage children and redirect unwanted behaviours well. When children become over excited, staff remain calm. Their instructions help children to focus and concentrate on their next learning activities. Children generally behave well. On the rare occasions when children do not notice the effect their behaviour has on others, staff skilfully step in. They explain how their actions have had an effect on others. Children listen well and modify their behaviours. Overall, they treat others with kindness and respect.

Staff support children to manage their emotions well. They put plans in place and collaborate closely with parents and carers to use consistent strategies at home and in the setting. This helps children with emerging needs to settle and quickly become calm when they become overwhelmed. Staff use positive praise to reinforce the expectations for children's behaviour in the setting. Children understand what staff expect of them and follow routines well. They play games alongside one another. Children learn to share and take turns. They are building the patience needed to wait for their go. Leaders promote regular and punctual attendance. The follow up with parents to ensure children benefit from regular attendance at the setting.

Children's welfare and wellbeing: Needs attention

Leaders have identified improvements needed in staff deployment. However, staff do not consistently embed these to ensure children receive robust supervision. For instance, when staff are getting resources ready or tidying up, some staff have brief moments where they do not notice where children are playing. When this happens, they are not able to anticipate and respond to meet children's needs. Leaders have provided staff with training. This has improved staff knowledge and communication between them. They are well positioned to watch, care and interact with children. However, this is inconsistently applied and some staff are not vigilant enough.

Staff cultivate warm and trusting relationships with children. They are respectful in their conversations with them. Care routines are gentle, as staff explain to them what is going to happen next. This helps children to feel safe as they are prepared and know what is going to happen. Children learn about healthy food choices as they enjoy hot, cooked meals, while staff ensure they are safe as they eat.

The provider is effective in developing partnerships with parents and carers. They conduct home visits to build meaningful relationships with children and their families. Staff are empathic to the transition that children make as they start at the setting and tailor their first experiences to meet the emotional needs of children as they start, particularly for those that experience disadvantage. Children settle well and quickly, particularly babies.

Leadership and governance: Needs attention

While leaders identify and address areas of weakness, these do not lead to improvement quickly enough. Leaders accurately identify what they do well. They put into place action plans to bring about improvement. These including a range of training through staff meetings and online course. These plans are partially effective. While these have led to some improvements, these are not consistently embedded. Leaders monitor staff performance and provide feedback. However, these are not consistently effective at improving staff performance. When this happens, supervision of children is not consistently robust and some children's emerging needs are not accurately identified.

Leaders ensure that the setting has a culture where all children feel included. They celebrate the diversity within the setting, helping children to recognise what makes them unique. Leaders support staff's wellbeing well. Staff feel supported and enjoy their role working with children. Leaders are effective in their partnerships with parents and carers. Leaders demonstrate sensitivity and compassion for children. They enable children to settle quickly into the setting. Leaders recognise the significance for children to start at the setting away from their families. They visit children in their home. Children build positive relationships and confidence in their familiar environment. These visits inform staff well of children's bespoke care needs and communicate these effectively to other staff.