Bright Horizons Chigwell Day Nursery and Preschool

Inclusion: Expected standard

Leaders have created a warm and inclusive nursery, where every child is welcomed, valued and encouraged to take part in all aspects of nursery life. Children who face barriers to learning receive thoughtful, well-planned support that helps them make good progress. Key persons know their children well, forming secure relationships and responding sensitively to their individual interests, needs and stages of development.

Children with special educational needs and/or disabilities, receive support at an early stage. Leaders work closely with parents and other professionals to identify children's needs promptly and put appropriate strategies in place to help them make progress and narrow any gaps in their learning. Staff adapt activities so that children can take part confidently alongside their friends. In the baby rooms, visual prompts and Makaton are used effectively to support early communication. In the older children's rooms, staff use real objects and photos to help children process information and communicate more confidently.

Parents speak warmly about the support they receive. They appreciate the information that staff share to help continue their children's learning at home and value the careful planning that supports children as they move between rooms. As a result, children settle quickly, develop secure relationships with familiar adults and grow in confidence.

Children are fully included in nursery life and make good progress from their individual starting points.

Curriculum and teaching: Expected standard

Leaders have created a broad and ambitious curriculum that reflects the interests, experiences and developmental needs of the children who attend the nursery. Staff have a clear understanding of what they want children to learn and use their observations to plan the next steps in each child's learning. They follow children's interests well, adapting activities as ideas develop. For example, children explore natural events, such as thunderstorms, and develop early mathematical understanding through meaningful, hands-on play. Forest school sessions and outdoor learning provide valuable opportunities for children to build confidence, curiosity and resilience.

Staff use questions, conversations and modelling effectively to help children develop their language and understanding. Children enjoy a wide variety of experiences that encourage them to explore, investigate and solve problems for themselves. Leaders work alongside staff, sharing good practice and encouraging regular reflection so that teaching continues to develop.

On the whole, activities and learning opportunities are enticing and engaging for children. Some staff do not consistently consider the resources that they provide for adult-led activities and whether they are suitable for the age and stage of children's development. This does not fully promote children's learning and provide consistently suitable opportunities for children to build on their previous knowledge appropriately.

Achievement: Expected standard

Children make good progress from their individual starting points. Staff know them well and use their observations to understand what each child is ready to learn next. They provide a range of enjoyable experiences that build on children's existing knowledge and help them develop new skills over time. Children with special educational needs and/or disabilities receive the support they need, helping them grow in confidence, become more independent and strengthen their communication skills.

Staff work with parents and other professionals to provide a consistent approach between home and the nursery. This gives children the reassurance they need to develop new skills and prepares them well for the next stage of their learning, including the move to school. Children approach learning with confidence. They enjoy exploring, stay engaged in activities that capture their interest and are happy to have a go at new experiences.

Children achieve well because they benefit from a broad curriculum, caring relationships and staff who know them well.

Behaviour, attitudes and establishing routines: Expected standard

Children behave well and form warm, trusting relationships with the staff, who care for them and their friends. From the moment they start at the nursery, they are helped to understand what is expected through clear, consistent guidance and positive role modelling. Children learn to be kind to one another, share resources and take turns. They become increasingly independent as they make choices in their play, solve simple problems and take responsibility for everyday tasks, such as serving their meals, tidying away resources and looking after their belongings.

Staff support children to recognise and talk about their feelings and gently help them work through minor disagreements with their friends. As a result, children play cooperatively, show respect for one another and develop positive attitudes towards learning. Familiar routines and well-planned transitions help children feel safe and secure as they move through the nursery.

Leaders place a strong emphasis on good attendance and work closely with families to encourage children to attend regularly. This helps children establish consistent routines, settle quickly, build secure relationships and benefit fully from the experiences and learning opportunities the nursery provides.

Children's welfare and wellbeing: Expected standard

Children form secure relationships with caring staff, who know them well and help them feel safe, settled and confident. Effective key-person arrangements support children's emotional wellbeing, particularly when they first start at the nursery or move between rooms. These relationships promote a strong sense of security and belonging for children. Babies receive warm, responsive care and develop trusting relationships with familiar adults.

Leaders promote healthy lifestyles through nutritious meals and snacks and regular physical activity. Children enjoy daily opportunities to play outdoors, develop their independence and explore their surroundings safely. Parents value the care their children receive and appreciate the regular communication about their child's day, including accidents, injuries and achievements.

The quality of learning is not consistently effective enough to help every child reach their full potential. During busier parts of the day, such as lunchtime, some opportunities to deepen children's learning are missed because interactions are not consistently extended. As a result, some children do not always benefit from the same high-quality interactions throughout the day.

Leadership and governance: Expected standard

Leaders have created a positive and supportive nursery, where they strive for children's welfare and safeguarding to be at the heart of everything they do. They have a clear understanding of what the nursery does well and where improvements are still needed. They regularly reflect on practice and take action, when they identify areas for development.

Staff speak positively about the support they receive from leaders. They value having an approachable leadership team and appreciate the opportunities to develop their knowledge and confidence. Regular supervision, training and day-to-day guidance help staff understand their responsibilities and continue to improve their practice. Leaders work alongside staff, modelling good practice and offering support when needed. Parents also speak highly of the nursery. They value the open communication with staff and appreciate the support their children receive to settle well, make progress and move confidently between rooms.

Leaders have developed a broad curriculum that reflects the needs and interests of the children who attend the nursery. They encourage staff to reflect on children's experiences and share ideas to help improve the provision.

Leaders review practice regularly and respond promptly when they identify areas for development. They understand the nursery's priorities and have identified the need to strengthen staff deployment and oversight to ensure every child benefits from consistently high-quality care, supervision and learning experiences. Although leaders have begun to address these areas, resources used for some adult-led activities are not always appropriate for children's age and stage of development.