Bright Horizons Broadgreen Day Nursery And Preschool

Inclusion: Expected standard

Leaders have high expectations for what all children can achieve. They gather important information from parents and carers about children before they start at the nursery. This supports staff to have a clear awareness of children's individual needs. Leaders are passionate about their role in ensuring that they provide an inclusive environment. They support staff to accurately assess children's ongoing development. Staff use this information to identify when children require extra help in their learning. They regularly review children's progress and coordinate support from other agencies where needed, helping children with special educational needs and/or disabilities (SEND) to make progress alongside their peers.

Overall, staff understand children's individual needs well and implement some strategies that promote meaningful progress. For example, staff use sign language to support children's communication and language skills. They implement programmes from other agencies, such as physiotherapists, and use additional funding to target areas that would benefit children the most. Specialist equipment has been purchased and targeted programmes introduced to support children's emotional development and wellbeing. However, some individual support plans are not always sharply focused. Targets are not consistently broken down into clear, measurable next steps, which can lead to minor inconsistencies in the support provided by staff. Despite this, children with SEND are supported within an inclusive environment where their individual needs are recognised and celebrated.

Curriculum and teaching: Expected standard

Leaders have implemented a fun and aspirational curriculum throughout the nursery. They regularly review the curriculum to ensure it remains effective and current to the cohort of children. Staff plan a wide range of experiences that build on children's knowledge and skills over time. Leaders have identified that not all staff are as confident when using their interactions in play, to extend children's ideas. They have begun to model practice and coach staff to ensure consistency. Parents feel well informed about their children's progress and what they do each day. Overall, staff adapt the curriculum where necessary to ensure that children with special educational needs and/or disabilities or barriers to learning have equal access to the ambitious curriculum.

The curriculum in certain areas is implemented consistently well. Staff are skilled at teaching early mathematics skills. They count as babies sing and as they scoop items into containers. Staff work with older children in small groups to teach them about numbers. As they roll dice, the children eagerly shout out the number and then use tweezers to pick up the correct number of pom poms. Children can then be heard using mathematical language in their play. Children develop a good understanding of number and early mathematics.

Achievement: Expected standard

All children, including children with special educational needs and/or disabilities or those with any other barriers to their learning, achieve well from their starting points. Children develop a 'can-do' attitude and demonstrate resilience and self-esteem.

Overall, children become competent communicators and ooze confidence in their abilities. Older children talk about their aspirations for the future. Children of all ages show real pride in their achievements. For example, as babies hear their favourite songs, they join in with the actions. They repeat some words, clap their hands and smile as adults praise them. Older children confidently use their mathematics knowledge in play. They count as they spoon bark into pots and predict how much bark will fit into each pot. Children describe the models that they make, using an early awareness of shape, number and quantity. For example, they state that they need 'hundreds of blocks' to make the enclosure for their cars.

Older children talk about the imminent move to school positively, they have met their teachers and talk about what they are most looking forward to. Children are extremely well prepared for the next stage in their learning journey.

Behaviour, attitudes and establishing routines: Strong standard

Children display consistently positive attitudes towards their learning. Staff have designed an environment that engages and inspires children's curiosity. Children maintain focus for long periods of time. They confidently use the available resources to test out and extend their play ideas. After listening to a story about a bear, children use objects as pretend telephones and work collaboratively to search for the bear. This imaginative play supports children's communication, language and problem-solving skills as they build on ideas from the story.

Leaders have created a calm and organised feel throughout the nursery. Staff consistently role model the high expectations that they have for all children attending. Children understand and follow these expectations, and their behaviour is exemplary. Staff discuss the importance of using kind hands and playing nicely together. Children interact positively with one another and with adults. They form warm relationships and demonstrate care and affection towards their peers. Children work together as they mix mud and leaves to create pretend 'leaf lasagne', which they proudly present to staff, announcing, 'Ta da!' Children remain deeply involved in self-chosen activities throughout their time at nursery, reflecting their enjoyment and positive attitudes towards learning.

Routines throughout the nursery are well organised and calm. Children eagerly help to tidy up before mealtimes. Older children enjoy taking on the role of 'special helper'. Staff use these times to support children's independence. All children are encouraged to wash their own hands, feed themselves and pour their own drink when they are able. Staff teach children how to hold a large spoon when serving their own food. Children respond well to the consistently organised routines. This helps children to feel secure and to be sociable together.

Leaders work consistently well with parents and carers to ensure that they understand the importance of regular attendance. Parents feel able to approach staff to seek advice and support to enable children to attend regularly.

Children's welfare and wellbeing: Expected standard

Leaders and staff typically promote children's welfare and wellbeing effectively. Staff are extremely caring and attentive to children's needs. Leaders have established an effective key-person system that helps children to feel safe and supported throughout the day. Staff manage care routines sensitively, including nappy changing, minimising disruption to children's learning and play. They promote children's dignity and independence by seeking children's consent and using familiar songs and interactions to provide reassurance and maintain positive relationships.

Children develop a sense of secure emotional wellbeing. Parents and carers describe how their children feel relaxed at nursery. Staff provide opportunities for children to express how they are feeling. Children share how they feel happy when they play with their friends at nursery and how they feel scared when they see spiders. Children who struggle to regulate their own emotions receive targeted support and tailored strategies that have a positive impact on their wellbeing and social development. As a result, they build confidence, develop positive relationships and engage successfully in nursery life.

Children learn about how to keep themselves healthy. They spend time outdoors in the fresh air and know that they need to have a drink when they get hot. The curriculum for physical development is a strength. Staff set up exciting activities that support children to be active in their play, both indoors and outdoors. Babies eagerly pull themselves to standing to see the animals in the tray. Staff peep through tunnels and encourage babies to crawl towards them. Babies beam as they see their key person through the other side of the tunnel.

Leaders have taken effective action to ensure that procedures consistently meet children's dietary needs. Staff have received food awareness training, and leaders have increased oversight of the implementation of this training, meaning that allergy procedures are implemented effectively.

Leadership and governance: Expected standard

Leaders are committed to promoting all children's safety and welfare. They have a positive attitude to ensuring continuous improvements for the benefit of the staff, children and families. Leaders have embraced recent support to ensure high standards and requirements are consistently met.

Staff wellbeing is prioritised. Leaders provide regular supervision meetings with staff where they discuss their wellbeing, suitability and children's progress. Staff value the training and support that they receive and this contributes to the staff morale and the positive environment. However, this training and coaching provided for staff does not always reflect what staff need to improve in their practice. This results in some minor inconsistencies throughout the setting.

Leaders are proud of the partnerships they have built with parents and carers. Parents are extremely complimentary of the setting. They speak highly of the staff team. Parents are clear how to raise any concerns should they have any. They value the daily conversations and meetings they have. These embedded relationships ensure that parents and staff can work together to provide consistency for children's care and education.