Bright Horizons Epping Day Nursery and Preschool

What is it like to attend this early years setting?

Children excitedly arrive at nursery. They are greeted by happy, nurturing and attentive staff. Children leave their parents with ease as they are eager to join in the exciting activities on offer. They have established close bonds with their key person and demonstrate that they feel safe and secure in the environment. Children initiate their own play and make decisions as they can easily access quality resources to support their learning. They are encouraged to learn the skills for independence, but are also well supported when needed. Babies who are new to the nursery receive good attention. They are cuddled and soothed to reassure them. Staff interact well and gently encourage them to explore the activities provided.

Children join in well-organised group activities, such as a walk to the local woods. They excitedly tell visitors to the nursery that they are looking for the 'Gruffalo'. Children's learning is extended further during group activities on return from the woods. They are encouraged to recall what they observed and collected on their trip. Children talk about the twigs and sticks that they found. They show sustained concentration as they organise them in size and use simple mathematical language to count them and discuss which is 'bigger', 'smaller' or 'shorter'. They listen with intent to a familiar interactive story and are positively encouraged to make predictions about the story.

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

• The manager and her team are committed to providing the best outcomes for children. The manager, supported by her senior managers, has a clear vision of how to provide high-quality care and education. Staff say that they feel valued and speak highly of the manager. The management and staff have worked hard to ensure that there have been significant improvements since the last inspection. Their morale is good. Staff are positively supported in their own professional development. There is a culture to evaluate and share new ideas.
• The manager ensures that the 'Bright Beginnings' curriculum is securely embedded across all areas of learning. There is a holistic approach to children's learning and a strong emphasis on children's emotional well-being. Children learn in an inclusive environment. There is an emphasis on teaching children independence skills that they need for future successful learning and to prepare for the transition to school. Children are very confident and happy. Their behaviour is good. Children understand what is acceptable. They listen intently when staff talk to them, and they respond positively to requests.
• Partnerships with parents are well established. Parents speak highly of all aspects of their children's care and learning. Many comment that the communication is good, and they are kept fully updated with their children's progress. They express their gratitude for the support that the nursery offers their children and the ideas and resources to continue children's learning at home. Parents comment that the staff are professional, friendly and very attentive. They feel reassured leaving their children in staff's care.
• Babies and toddlers thoroughly enjoy song time with staff. They huddle in groups and choose props from the song bag to match the song. Babies and toddlers giggle and smile as they dance and move along to the music. They have immense fun with the puppets and are learning simple mathematics as they count ducks.
• Children make good progress in their language development. Overall, staff are good role models. They introduce new and challenging words during activities to broaden the children's vocabulary. Babies and toddlers hear words repeated. However, while staff pose questions, there is a tendency for them to ask too many, and they do not always allow children time to think, process information and respond.
• All children make good progress in their learning, including those who require additional support. Staff know the children well. Staff build on what children already know and what interests them, to extend their learning further. For example, children are fascinated with the story of the 'Titanic'. This creates a wealth of learning about ships, oceans and icebergs, and their understanding of the world. Their artwork is celebrated and displayed. However, children do not have consistent opportunities to make marks and practise their early writing skills.

What the setting must and should do next

The provider should:

• promote further opportunities for mark making, and help children to build on their knowledge needed for early literacy
• help staff to develop their questioning skills further to support children to think for themselves and have time to respond.