Bright Horizons Crouch End Fields Day Nursery and Preschool

Inclusion: Strong standard

Leaders and staff identify children's needs early through effective assessment and rigorous monitoring. Leaders work consistently with parents and external professionals, such as the local authority inclusion team, to reduce the barriers to learning. They ensure that children with emerging and special educational needs and/or disabilities are very well supported, so that every child reaches their full potential. Leaders access additional inclusion funding which they use highly effectively to ensure that all children have access to the curriculum. For example, sensory resources within the sensory room help to build children's confidence, focus and social interactions highly successfully.

Leaders and staff adapt the curriculum to ensure it is inclusive for every child. For example, staff and children use Makaton sign language in all parts of the nursery so that every child can communicate their needs. Additionally, for children who struggle with the settling-in process, leaders offer additional stay-and-play sessions. These consistent and exceedingly skilful adaptations support children's confidence and develop children's trust to help them feel safe and secure.

Leaders support parents with additional external services to help them enjoy free time with their children out of the nursery. This includes the monthly hairdressing service and monthly library lending scheme, who all visit the nursery. This supports working parents highly effectively.

Curriculum and teaching: Expected standard

Leaders ensure the curriculum is varied to cover all seven areas of learning. There is a positive emphasis on children building their communication, physical and social development. For example, children joyfully play in the garden as they use tricycles to manoeuvre the wheels around the transport track. Children thrive in playing in groups to interact with their peers. For example, staff create a car wash, and children use sponges, water and soap to help clean. Children hear lots of language and imitate new words. Staff skilfully create opportunities for children to problem solve and think for themselves. During a 'what's in the box' activity, children repeat the fruit and vegetables that they see. They make links as they compare real life objects with photos. Children patiently wait their turn so that each of their friends participate in the learning.

Leaders have high expectations for all children, including those with special educational needs and/or disabilities, to reach their full potential. The curriculum is designed so that children learn in sequence. For example, babies are well supported when developing early walking skills. Staff provide support to strengthen their gross motor skills. This key development is well co-ordinated by staff to support baby confidence, before moving on to the next stage of learning. However, occasionally, staff do not adapt activities to consider the interests of those children engaging. For example, activities are set up based on previous learning which, occasionally, no longer interests children. This leads to disengagement of learning for short periods of time.

Leaders have an accurate understanding of the teaching in the nursery. They have a clear action plan to bring about improvements to raise standards further. This will support all staff to have a clear understanding of children's individual needs and next steps.

Achievement: Expected standard

Children develop a range of skills. They make continued progress in their learning, as they learn in stages to strengthen understanding. Children are accurately assessed in their developmental stages, so that next steps in planning are relevant for children's next stage in learning. Children, including those of disadvantage and those with special educational needs and/or disabilities, make good progress from their starting points. Children receive support for transitions as they move on to the next class with confidence. For example, children are joined by their key person each week to help them settle in to new rooms. This helps to prepare children for new environments and staff. Children develop independence and fluent communication skills in preparation for school.

Children learn to become confident communicators. Children listen to stories with intent, and babies enjoy snuggling up to hear familiar books read to them. During group activities, children enthusiastically engage in conversations where they recall learning and share information.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations of behaviour for every child. Children are taught to be kind to their friends. When children demonstrate unkindness to their friends, other children question their actions. This teaches children the consequences of their behaviour and how to put things right. During play, staff encourage children to share and take turns. For example, during sand play, staff remind children who is first and who is next. Children respond well with clear instructions. They receive praise for their effort. Children build warm and trusting relationships with staff. This helps children to thrive in their learning. Staff support children to have the confidence to share concerns or thoughts that impact them. Children have a positive attitude to their learning. For example, when young children participate in a cooking activity, staff explain and model expectations. Children respond well to this style of learning. Children with special educational needs and/or disabilities (SEND) are supported well to ensure that adaptations are made to support learning. For example, staff limited language and used Makaton to support understanding. This engages children with SEND in learning.

Children learn routines from a young age, and these are embedded in practice. Staff, generally, prepare children for what is happening next. For example, children know to wash hands before meals and to wipe their face after lunch. Attendance is well managed by leaders and monitored to safeguard children.

Children's welfare and wellbeing: Expected standard

Children's health is promoted well. Leaders ensure children are provided with well-balanced meals that take into consideration any dietary needs. Staff supervise children's mealtimes well, to help children eat in safety. Children have lots of opportunities to access outside play throughout the day. This helps to keep their bodies healthy and strengthen their large muscle skills. Leaders support children's health by restricting times of the day when playing outdoors could be detrimental to a child's health. The strength of the sun and the ultra violet levels are carefully considered to keep children safe. Children learn how to independently keep themselves healthy. They put hats on when going outside in the sunshine and know the importance of having sun cream applied. Leaders ensure that children's welfare and wellbeing is prioritised. Staff ensure that children have adequate rest during the day. After meals, children can relax, before having a sleep to recharge their bodies. Staff monitor children while they sleep effectively.

Staff develop close bonds with all the children and know their children well. This ensures they are highly responsive to children's needs. However, occasionally, staff are not aware of the needs of all the children present within their room which results in them not able to respond accurately. For example, occasionally, deployment of staff is inconsistent which can lead to individual needs not being met.

Leadership and governance: Strong standard

Leaders are exceedingly passionate about the nursery and their role. Children and families are at the centre of all the decisions that are made. Leaders recognise the recent improvements that they have worked hard to achieve so that children are safe and healthy. Leaders have an accurate understanding of all aspects of the nursery and have identified the nursery's strengths and areas that need further improvement. An accurate action plan is in place and reviewed to strengthen the curriculum and teaching even further.

Leaders have established highly effective parent partnerships, which parents highly value. This helps to foster a positive understanding of every child's needs. Leaders ensure that children's happiness and welfare is extremely well prioritised, so that children thrive and reach their full potential. Leaders regularly review practice, so that children receive high-quality learning experiences. Leaders are highly responsive to family needs, to provide a wealth of opportunities and a holistic approach to care and learning.

Leaders have high expectations for staff professionalism and carry out regular supervision to monitor practice and discuss training opportunities to match needs and interests. Leaders encourage staff to have responsibilities to build confidence in their practice. Staff share high expectations for providing high-quality care, and share their enthusiasm for accessing additional training to improve their knowledge. Staff comment that their wellbeing is very well supported and their workload monitored, which they value.