Bright Horizons Eddington Nursery

Inclusion: Strong standard

The identification of children's needs is swift. Leaders gather a wealth of information from parents and carers when their children start at the nursery. For example, they implement effective strategies for children who speak English as an additional language to help them to settle in and communicate effectively from the very first day. A hugely diverse staff team at the setting means that many children can communicate in their home language during their early days, ensuring they make the very best possible start. Culture and difference are celebrated. Children and staff share their customs and traditions openly at the nursery. For example, leaders prioritise and embrace the diversity of the nursery. Babies recognise songs sung in other languages by staff and independently begin putting the actions they have learned to the words. Staff consistently look for opportunities to share experiences that make children feel loved and staff feel valued.

Staff monitor and evaluate children's progress rigorously to ensure that targets are focused and help children to make quick, measurable progress. This is particularly beneficial to children with special educational needs and/or disabilities (SEND) or who face other barriers to their learning. Tailored support packages, backed by relevant research in modern childcare and SEND practice, provide focus for children who need help so that they thrive and successfully progress to the next stage of their learning. Regular reviews include parents to ensure that aspirations for children are realised.

Leaders ensure that staff have a robust understanding of how to support children's differing needs, including medical requirements and strategies to support children with SEND. Professional relationships with other agencies provide rich support for staff and children.

Curriculum and teaching: Expected standard

A well-designed curriculum allows staff to adapt activities to suit and extend children's interests. Open-ended resources invite children to apply recent learning and demonstrate their care for others. Experienced staff carefully plan their teaching so that it is relevant to children's developmental milestones. For example, they explicitly plan how they will extend children's language development and include key phrases and vocabulary that they want all staff to model for children.

Staff seamlessly support children to develop their learning and problem-solving skills. Staff recognise the value of giving praise promptly, providing reassurance and using opportunities to seamlessly extend children's learning. For example, in the toddler room, when children identify a toy car, staff then describe how fast or slow it moves. Consistent reassurance builds children's confidence, and, as a result, children remain engaged and motivated.

On occasion, some teaching practice does not meet the high expectations of leaders. For example, some staff engage the children in meaningful conversation over the course of the lunchtime as they recognise that this time is a valuable teaching moment, but this practice is not consistent. This means that some children benefit from more opportunities to develop their communication and language skills than others.

Achievement: Strong standard

High levels of confidence are demonstrated by all children across the nursery. They actively engage in free play and adult-led activities. Children are highly responsive to staff's spontaneous teaching moments and consistent support. As a result, they seamlessly develop their understanding as they play and problem-solve. For example, in the toddler room, the children dress as doctors and look after their peers by checking their temperature and asking them if they are okay. In the older babies' room, they confidently take their baby dolls to the water tray to bath and take care of them.

Children confidently move through the nursery towards the next stage in their development, supported by a clear transition process at each room move. This is carefully planned with full parental involvement, ensuring that children have all the skills they require to succeed at the next level.

Children are extremely well prepared for starting school. The development of their social and independence skills is nurtured right from when they are babies, when they begin to learn the foundations of friendships and make choices in their play. Children hear and engage enthusiastically in stories, singing and rhymes throughout the nursery, helping to consistently develop their communication and language skills. Local schools comment very positively on children's high levels of development when they enter the Reception Year class.

Behaviour, attitudes and establishing routines: Strong standard

Children thrive in this harmonious and nurturing environment, where staff establish clear, consistent expectations for behaviour and model inspiring levels of kindness and respect. Staff greet children warmly, helping them separate confidently and settle quickly into purposeful play. Warm and trusting relationships quickly develop between staff and children. Staff role model for children constantly, in all areas of the setting. For instance, they promote collaborative play to children who face barriers to their learning. They do this frequently and celebrate in the moment when children can play collaboratively without support. Staff's perseverance and determination results in children becoming highly sociable, kind and helpful individuals.

Babies and toddlers play harmoniously. For example, toddlers stack containers and talk to each other about whether the toy car will fit inside the container at the top. Babies enjoy play in the sandpit as a group and sit together to listen to a story. Children are comfortable with staff and expertly follow the routines that they are familiar with. For example, when room leaders announce that there are 5 minutes left to play before lunchtime, children immediately dust their hands and head indoors to tidy the resources and toys around them.

Children benefit from consistent strategies to support their emotional and behavioural needs. For example, in pre-school, children successfully transition through the day, referring to their 'Now and Next' cards so that they feel prepared for activity changes.

Leaders rigorously monitor and actively encourage regular attendance and punctuality. Clear systems are in place to address any delays in children's arrival. Discussions with parents about the benefits to children's learning and development are meaningful.

Children's welfare and wellbeing: Strong standard

Leaders and staff are highly effective in providing care practices that meet each child's unique needs as they have a comprehensive knowledge of the children in their care. Children form very secure attachments to staff at the setting because staff are highly responsive and have built trusting relationships with them. As a result, children demonstrate a sense of security, emotional stability and wellbeing. They arrive each morning full of enthusiasm. Children confidently settle and immerse themselves in a chosen activity.

Adults are very attentive to children's wellbeing and safety. For example, they remind children who want to play outdoors that they must put their shoes back on to avoid getting hurt. Babies have been taught that they must wear a hat in warm weather. They take these from the box and attempt to put one on themselves. Children confidently seek the support of adults when appropriate. For example, in pre-school, children look to staff for reassurance and comfort when they are sad or tired.

Staff are attentive to the risks that children might be exposed to during mealtimes. There is a comprehensive handover from the chef to the lunchtime leader to ensure children receive the correct foods. Older babies interact and develop friendships with older children because leaders have set up the outdoor environment to support interaction between cohorts. This further helps to provide a smooth transition between rooms.

To enable children to make the best possible progress, leaders support families to reinforce healthy habits at home. This helps children develop their independence in managing their personal care. For example, staff and families work together to complete children's potty training. They openly share tested strategies to secure successful outcomes for children, which are appropriate to their unique stages of development. As a result, children develop their awareness and ability to manage and take care of their personal needs.

Leadership and governance: Strong standard

Leaders are passionate and highly reflective, making sustained changes to the provision when needed that benefit staff's wellbeing and the children who attend. Leaders are fully aware of their strategic priorities to improve the consistency of high-quality teaching across all rooms. Their commitment to supporting staff development is evident from the broad range of training and development opportunities that staff request and complete.

Leaders consistently and extensively engage with families. Ongoing and meaningful engagement with parents and carers ensures that they are aware of their children's experiences. This results in trusting and open communication to help children to succeed. Parental feedback is overwhelmingly positive. They are very complimentary about the environment that leaders have created and the wholehearted support that they give to families and children at the setting. Leaders show initiative and provide a strong sense of community to many families who have a limited support network in this country. For example, leaders, together with their Parent Partnership group, create community events to provide opportunities for families to get together and sustain the strong nursery community.

Leaders are highly responsive to children's needs. They work with all parents to ensure the best outcomes for children, including those with special educational needs and/or disabilities. They are proactive in looking at approaches that suit children's needs. For example, they assess children's unique needs so that they can offer and support children who are settling into the session. The pace of leaders' processes means that children are supported and feel safe in the care of leaders and practitioners. Leaders support staff's workload. Continuous discussions and reflection between staff and leaders result in the best possible experiences for children.