Bright Horizons Chilworth Day Nursery and Preschool

What is it like to attend this early years setting?

The manager has clear intent for staff to provide all children with an ambitious curriculum, including children with special educational needs and/or disabilities (SEND). She works with staff to review, adapt and continually improve the organisation of the learning environment. For example, staff now provide children with a wealth of interesting, accessible, resources made from natural materials that successfully capture their interest in learning.

Staff carefully consider children's interests, choices and development during all activities. This supports children in their exploration and promotes their confidence to make choices. For example, they respond to children's great enjoyment of playing outdoors throughout the day, providing them with a wide range of activities and an exciting outdoor learning environment. Staff join in children's play and help them to achieve what they set out to do. For instance, children thoroughly enjoy using a hose pipe to re-fill containers with water and using kitchen utensils to transfer bark chippings into saucepans and frying pans.

Staff have clear expectations for children's behaviour. They consistently adapt their communication with children according to their age and stage of development, to help them understand and manage their feelings and emotions. As a result, children are happy and settled.

What does the early years setting do well and what does it need to do better?

• Since the last inspection, staff have improved partnership with parents. With the support of senior managers, they have introduced numerous new initiatives that inspire parents to continue their children's learning at home. This includes detailed information about the curriculum and an online system which staff and parents use to share information about children's individual needs and progress.
• The special educational needs coordinator has a good understanding of her role and responsibilities. She works well in partnership with parents, staff and other professionals to create and use individual learning plans for children with SEND and reduce gaps in their development.
• Staff use their good knowledge of the curriculum and children's individual needs to help them make good progress from their starting points overall. For example, they support children to listen and concentrate well during group story times and inspire children to use their imagination to make up their own stories. However, staff do not consistently challenge and extend children's mathematical development.
• Staff support children's communication and language development very well, including children with English as an additional language. They skilfully build children's vocabulary and confidence to talk. For example, they sing rhymes and songs with children and engage them in conversation when they decide tools and sand to make a 'dam'.
• Staff focus strongly on supporting and meeting children's individual emotional needs. They have a kind, caring approach and build nurturing, positive relationships with children, including babies, giving them lots of reassurance. Children are happy, settled and develop good social skills.
• The manager works well with staff to maintain children's good behaviour. Staff consistently encourage children to share and take turns during their play. Since the last inspection, staff have adapted planning to provide children with additional adult-led activities after lunchtime that keep them focused and engaged.
• Staff support children's physical development and enjoyment of learning outdoors very well. For example, they help children develop control of their movements, as they teach them to balance on planks of wood and old car tyres. Staff provide children with a wide variety of resources and activities that inspire them to use their imagination and be physically active, such as music and movement.
• Staff have a good understanding of children's individual care needs. For example, they have a comprehensive knowledge of how to respond if a child needs medical attention.
• Staff help children develop the skills they need for the future, including independence. For instance, they support children well as they learn to use tongs to serve themselves at mealtimes and learn how to wipe their faces after eating. Older children learn to put on their coats, use the toilet and wash their hands, while staff stay close by and offer support when needed.

What the setting must and should do next

The provider should:

• strengthen the curriculum for mathematics to extend and challenge this area of children's development further.