Bright Horizons East India Dock Day Nursery

Inclusion: Expected standard

Staff work in close partnership with parents to identify any barriers children may have with their learning and development. They work to identify any early concerns. Staff allow children time to settle in to nursery, track their learning and monitor any gaps they may identify. Although staff work to identify next steps and targets for children, they do not always use these as effectively as they can to support children to make the progress they are capable of making.

Staff work with parents to gather key words in their home languages to enable them to support children learning English as an additional language.

They evaluate resources that are required to further support children's learning. They make use of any additional funding to further support children's learning and enjoyment in the nursery. Recent funding has helped staff to adapt the learning environment to prevent sound vibrating, allowing children to hear better within the room.

Staff work in partnership with other agencies to support children's learning and development and attend regular meetings, sharing children's stages of learning and development. This helps to support continuity of care for all children and narrow any gaps in children's learning.

Curriculum and teaching: Expected standard

Staff plan a curriculum that is fun and enjoyable for the children. Older children thoroughly enjoy developing their small muscle movements. Staff teach them how to use the knives to cut up the raw peppers and potatoes. They discuss, as a group, what they can make out of the potatoes and they explore the differences in the textures. Staff support babies to develop their small muscles. They learn how to use different utensils, such as rolling pins to flatten sand. They observe different textures of the sand between wet and dry, helping them to learn about the world around them. Toddlers also develop their small muscles through interesting activities. They learn how to use spoons and make mixtures using water and different herbs.

Although staff plan for children's individual interests, they do not always fully understand what they wish children to learn at some activities. As a result, the implementation of the curriculum does not help all children to make the progress they are capable of.

Staff model language well, helping children to think about what they are doing and supporting them to learn new words. Staff ensure the learning environment is inclusive for all children, enabling all to make steady progress with their learning and development.

Achievement: Expected standard

Children make steady progress from their starting points and stages of development. They are making progress to enable them to transition smoothly to the next stage of their learning and any subsequent move to school.

Older children learn numbers and start to understand the concept of addition and subtraction. They enjoy learning in fun and enjoyable ways, such as using different coloured cubes to add and subtract. Children all work well together, sharing resources around, helping to develop respect for each other.

Older children develop their physical skills well. They make good use of resources in the garden, such as the climbing wall and hula hoops, which support them to learn to move in different ways. Although toddlers have access to a garden area, the space available does not support them to fully extend their large muscle development.

Behaviour, attitudes and establishing routines: Expected standard

There is an inclusive culture of respect within the nursery. All staff and leaders have high expectations of all children. Children, from babies through to pre-schoolers, are taught the importance of 'kind hands' and sharing. Children typically demonstrate positive attitudes towards learning and they respect each other. Staff and children build strong bonds which helps to support positive behaviour in the nursery. Staff across the nursery help to teach children how to regulate their emotions. Children learn about their feelings and start to use words to explain how they feel. Once children have received cuddles of reassurance, they are ready to restart their learning.

Staff typically work in partnership with parents to support children's attendance. Parents are encouraged to keep staff informed of any absence, and staff will follow up absences if they have not heard back from parents. This helps staff to track any barriers children may face with their learning and development. Staff have well-established routines in place. They take time to explain routines to all children. Staff generally make use of sign language to support children who may not be able to understand the concept of what is happening next, so they do not get worried about changes that are occurring. This further supports children's all-round learning and development.

Children's welfare and wellbeing: Expected standard

Staff are typically aware of children's routines from home and support these. Staff take time to provide individualised settling-in arrangements for all children. Staff provide a warm learning environment where children feel safe and where staff value the children's wellbeing. Staff carry out safe sleeping procedures. They check children as they sleep to ensure they do not over heat and are well rested. Staff also follow safe eating arrangements to further enhance the wellbeing of the children. Staff make good use of sign language to help and support children to understand what is happening next with routines.

Children typically recall what they have been taught. For example, they wash their hands after visiting the bathroom and before meals. Staff work in partnership with parents to support children with toilet training. This generally helps to support children with their independence and next stage of their development. Children talk with staff about how vegetables and fruit and are good for them and the impact of good food on their bodies. During rolling mealtimes, staff will swap with each other to ensure their key children have the support they need. This makes sure staff are supervising children as they eat and that all children generally receive the care and attention they require.

Leadership and governance: Expected standard

Leaders at the nursery have developed a culture of respect and responsibility across the nursery. Leaders and staff are highly mindful of each other's welfare and wellbeing. They support each other well to ensure workloads are manageable. There is a calm and positive atmosphere across the nursery, which contributes to children's behaviour and staff's wellbeing.

Leaders appropriately assess learning outcomes from peer-on-peer observations and review any feedback from other agencies and investigations. Recent training has supported staff to understand the importance of respectful behaviour management. Staff's respect is evident across the nursery in the way they speak to children throughout the day. Leaders provide detailed, constructive feedback to help staff improve the quality and delivery of the curriculum and outcomes for children. However, not all staff fully understand what they want children to learn from planned activities, to ensure the learning intentions of the leadership's curriculum are met.

Leaders and staff provide detailed feedback to parents throughout the day. They share the individual children's next steps that they are working on with parents, so they can all work together to provide continuity of care and learning for the children.