Bright Horizons Clapham Day Nursery and Preschool

What is it like to attend this early years setting?

Children eagerly attend this welcoming setting. Parents say the staff are kind, friendly, caring and knowledgeable. Children develop strong bonds with staff and each other and show they feel safe and secure. If they become unsettled, staff are quick to respond with a reassuring cuddle. Leaders give the well-being of the children, staff and parents high priority, particularly since the pandemic. Leaders have endeavoured to provide a supportive environment, where parents can relax and discuss their children. Children are confident and show high levels of self-esteem.

Children learn about the impact of their behaviour on others. For example, staff are quick to intervene with the younger children and encourage 'kind hands', explaining gently not to hurt others. Staff give older children time to prepare for transitions in routines. For example, the bell reminds them they have five more minutes. Children learn to play cooperatively. Older children politely ask to take their turn and play imaginatively with their friends.

Children's independence is well promoted. Children set the table for lunch, serve themselves and sweep the floor. They relish being the pet or book monitor and proudly set about their duties. The 'rolling' mealtimes mean disruption to children's play is kept to a minimum.

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

• Leaders have a clear and ambitious vision. The effective self-evaluation process supports continuous improvement. For example, after consulting with parents, the communication systems are improved. As a result of the requests from the children's committee, there are now individual work baskets in the pre-school room. Staff receive good levels of support to promote their well-being and to build on their skills.
• Staff know the children well. They monitor children's progress accurately and identify activities and experiences to support children's interests and development. This generally works well to move children to the next stage in their learning. However, at times, some children's next steps are not fully supported, which does not always maximise their learning.
• Children have good opportunities to develop their physical skills. They whizz around the garden, manoeuvring wheeled toys with skill. They learn about looking after their muscles when they engage in yoga sessions. Children understand that they need to make their hearts beat faster when exercising, to keep them healthy.
• Staff provide interesting experiences for children to learn about the world around them. For example, they hatched duck eggs, looked after the ducklings, and learned about life cycles. The older children learn how to feed and care for their pet hamster. When the children are gardening, they learn the names of the different tools and what plants need to grow.
• Children have many opportunities to experiment with different media and use sensory materials. They use their imaginations to create and think critically. They mix colours and use recycled objects. For example, they make a 3D tree and figure out which top belongs on which bottle. Babies experiment with oats, laughing as they watch the oats fall from their hands.
• Good routines in the nursery support children to understand what comes next. In the main, children are motivated to learn and show good levels of engagement. However, at times, during small-group time, the background noise levels, and small space used, impact on children's ability to stay engaged. Staff consult with other professionals and specialist services to ensure children with special educational needs and/or disabilities receive the support they need.
• Staff sing songs with babies alongside their play. Babies are familiar with the songs and copy the actions. Staff introduce new language, and babies laugh as they 'wriggle' like a worm. Older children take part in show-and-tell sessions. They talk about the interesting items they bring from home. This builds on their confidence and communication skills and understanding of each other.
• Strong, trusting relationships are built, and parents are complimentary about the setting. They comment that their children are progressing well, particularly in their social and independence skills. Staff support families with home learning through ideas, information and resources. For example, they can borrow books and home resource bags to share with their children, supporting children's communication and language skills.

What the setting must and should do next

The provider should:

• ensure all children are engaged sufficiently to maximise their learning
• review the organisation of small-group activities in order to minimise background noise, to further support listening skills and ensure adequate space.