Bright Horizons Finsbury Park Day Nursery and Preschool

What is it like to attend this early years setting?

Children show high levels of energy and excitement as they enter the safe and well-resourced environment. They have excellent emotional attachments to staff. Children flourish and have good self-esteem. Children of all ages curiously explore. Older children form strong friendships and demonstrate exemplary behaviour. They enjoy being together and patiently take turns while playing games with rules.

Leaders provide a broad curriculum. Staff plan exciting activities that are linked to children's recent experiences, such as visits to the vets, bus garage and train station. This helps children to build a secure understanding about people who help them in society. Children are resilient and inquisitive learners. Babies persist as they attempt to free toy farm animals from sticky tape. Children spend time engrossed in sensory play with arctic animals. Staff spontaneously sing songs to babies. Babies enjoy these moments and excitedly tap drums and other instruments alongside staff.

Children make good progress and gain a wide range of useful skills to help them be ready for school. They progress well with their communication skills and learn how to express their needs and wishes. Children learn good self-organisation skills. For instance, they bring their kits ready for physical development sessions and dress and undress themselves independently.

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

• Across the nursery, staff promote children's independence and communication skills very well. They habitually stand back and allow children to attempt things for themselves before offering assistance. Children show that they want to do things unaided. For example, they serve their own portions at mealtimes and scrape their own plates when they finish eating.
• Children build impressive speaking skills. Staff emphasise key vocabulary at every opportunity for children to copy and master. Babies learn to use words intentionally. Older children ask and respond to questions, using 'what', 'why' and 'how'.
• Children have trusting relationships with staff. Babies maintain good eye contact as they babble and repeat words spoken by staff. They confidently cruise and toddle around the indoor areas.
• Staff have high expectations of children's behaviour. Children show they respect and value each other. For example, older children listen to each other share all about their favourite toys during 'show and tell' times. Staff promote children's early mathematical skills. Children enjoy games involving matching numbers to quantities.
• Children play energetically outdoors. They enjoy participating in cooperative games together in groups. Children develop strong physical skills as they play with bats and balls. They roll tyres with good coordination. However, there are too few opportunities for children to learn to takes appropriate risks during outdoor play and develop their good physical skills even further.
• Parents are very happy with the good-quality care and education their children receive at the nursery. Parent partnerships are effective. Leaders welcome parents to visit to share what they do in their professions with children. This contributes to children's rich experiences at the nursery.
• The nursery's special educational needs coordinator is skilled and proactive. She ensures children who are making less than typical progress receive early intervention. Staff employ effective strategies that engage children in learning during activities. Therefore, all children make the best progress possible.
• Staff expertly promote children's understanding of how to keep themselves safe, both indoors and during educational visits. Children refer to the nursery's superhero, 'Candy Floss', as they confidently explain why they must be mindful of traffic during trips and outings. They enjoy assuming some responsibility for keeping the nursery free from any hazards.
• The manager and deputy are very committed to securing continuous improvements to the nursery based on an agreed plan of action. They have clear strategies in place to coach, upskill and mentor staff. However, there are some inconsistencies with coaching for bank staff to improve their practice further. Leaders have firm plans in place to refurbish and further improve the outdoor area. This includes a new mud kitchen and separate designated areas for riding bikes and active and calmer outdoor play.

What the setting must and should do next

The provider should:

• increase opportunities outdoors for children to learn to take appropriate risks in their play so they can develop their already good physical skills even further
• strengthen coaching for bank staff so their childcare practice continues to improve.