Bright Horizons Chingford Day Nursery and Preschool

What is it like to attend this early years setting?

Children are happy and settled. They are very motivated to learn and persist with activities they enjoy. For instance, they fill and empty containers with water, peas and sweetcorn. They play with sand and make modelling dough. During water play activities, children confidently tell the inspector why the water changes colour and say this is because, 'The juice comes out of peas and sweetcorn.' Children enjoy making vegetable potions. They have plenty of opportunities to develop their physical skills and enjoy fresh air outdoors. Older children take calculated risks and jump off equipment and walk along crates, while toddlers walk on a balancing beam holding staff's hands. Children demonstrate excellent coordination and balance skills.

Children's behaviour is very good. They form respectful relationships with staff and their peers. Staff remind the older children daily of the nursery rules, and children show understanding of these. Children learn how to recognise their emotions. For example, they used colour-coded jars to put their names into to indicate their feelings. Staff discuss these at circle time and empower children to understand their own emotional well-being. Staff are positive role models for children. They show interest in what children choose to do, respond to their emotional needs and get fully involved in their play.

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

• The manager and staff structure the curriculum to support and build on what children know and can already do. Staff make ongoing assessments of children's achievements. They provide children with a stimulating learning environment, indoors and outdoors. They know children well and understand their developmental needs and interests. However, staff do not engage younger children in sufficiently challenging activities to ensure they make effective progress in their learning.
• The special educational needs coordinator works well in partnership with other agencies, parents and staff to reduce any gaps in children's development. She ensures that any developmental concerns are responded to quickly. Children with special educational needs and/or disabilities are fully included in all activities.
• Staff support children's language and literacy skills well. Children demonstrate strong communication skills as they use the breadth of their vocabulary to talk to each other and share ideas. For example, at group time, children show and tell about their own books and toys. Staff support the children in asking appropriate questions. Children learn how to hold discussions. This helps the children to build self-confidence and self-esteem. Staff help children and model new words and meanings. Children use words like 'disappears' and 'x-ray' as they practise their letters and sounds ready for the next stage of learning.
• All children have exceptional problem-solving skills and a can-do attitude to their learning. For example, babies try to climb up a ramp. They work out that they need to hold on with their hands before moving their legs. Babies continue to practise these movements, beaming with delight each time they move higher up the slope. Staff supervise their endeavours closely.
• Overall, staff encourage children's independence. They support children to look after their belongings and wash their hands at appropriate times. However, staff do not consistently maximise the opportunities to develop children's self-care skills. For example, they do not teach younger children to wipe their noses or consistently remind them to cover their mouths when coughing.
• Parents talk highly about the nursery and the staff. They appreciate the good progress their children are making, especially with their language development and confidence. Communication is very good, and parents are updated regularly on their children's progress through an online journal and verbally each day.
• The nursery offers rich experiences to the children to promote opportunities to learn about life in modern Britain. It promotes understanding and respect towards other people and communities. Children celebrate a range of festivals and learn about themselves and others. They visit residents of the local care home. This teaches the children empathy and tolerance for others.
• The manager consistently evaluates the ongoing performance of the staff. Staff feel that they are managed well, they receive good support and are offered professional development opportunities.

What the setting must and should do next

The provider should:

• strengthen planning and teaching for younger children to provide sufficient challenge and support them to remain focused on their learning
• support children to become more independent in developing their self-care skills and managing their personal hygiene.