Bright Horizons First Direct Stourton Day Nursery And Preschool

Inclusion: Expected standard

Leaders and staff identify children's needs quickly and accurately, including the needs of children with special educational needs and/or disabilities (SEND). They gather clear information from parents, which supports their initial assessment of children's learning. Overall, staff use ongoing assessments to identify children's progress and what they need to learn next. However, leaders and staff do not rigorously monitor the targets of all children receiving additional support. Some agreed interventions for children with SEND are not implemented as effectively as others to make a sustained difference to their opportunities and experiences. However, staff do adapt activities well to suit children's communication abilities. For instance, they speak slowly with short phrases to ensure they can communicate effectively with children with SEND.

Leaders and staff work with families, teachers from the local schools and other professionals to make sure children receive the right support. They aid parents with the completion of relevant documentation, such as the education, health and care plan. Parents speak highly of the support for children with SEND. They express thanks to staff for their hard work and dedication to preparing children for the next step in their education. Leaders make sure staff attend relevant training and use additional funding well.

Curriculum and teaching: Expected standard

Overall, the curriculum is ambitious and inclusive and reflects children's interests and their individual needs. The curriculum is adapted to ensure children with special educational needs and/or disabilities are well supported. For example, they benefit from small, focused activities. Leaders continually support staff to deliver the curriculum. Teaching is effective, and, overall, staff engage well with children. However, high-quality teaching skills are not yet consistently embedded. Not all staff consistently consider ways to enhance children's unique interests or curiosity, or step in to extend their learning in the moment.

Mathematics is woven throughout learning. Children have opportunities for counting, and they learn about shape, size, volume and capacity. There is a sharp focus on developing children's communication, language and their love of books. Toddlers burst into song independently. Staff extend this learning skilfully, introducing more action songs and rhymes, which toddlers excitedly take part in. Pre-school children also engage in songs that repeat fun sounds, such as 'sizzle', 'pop' and 'bang'. Staff prioritise physical development for all children, and this develops incrementally throughout the nursery. The curriculum promotes equality, diversity and children's personal, social and emotional development well. Children develop friendships. Staff support children to reflect on their similarities and to understand what makes them unique.

Achievement: Expected standard

All children, including those with special educational needs and/or disabilities (SEND), make progress from their starting points. Children develop the skills they need for the next stage of their learning, including school. A well-sequenced curriculum typically supports children to build on their existing skills. Children are curious, enthusiastic to learn and eager to explore. Babies show their physical development when they independently crawl and walk from indoors to outdoors. Toddlers enhance their small- and large-muscle development as they squeeze play dough and stomp their feet like dinosaurs. Two- and three-year-old children experiment with water and show their understanding of volume and capacity. Pre-school children show their literacy development as they recognise the initial sound of the first letter of their name.

Children with SEND move from using no language to speaking several words together. For example, they confidently explain what they ate for their lunch to staff. Children with SEND have the same opportunities to develop alongside their peers and take part fully in the curriculum.

Behaviour, attitudes and establishing routines: Expected standard

Staff typically build warm, respectful and thoughtful relationships with children. At every opportunity, staff seek permission from children to change their nappy before doing so. They ask children if they can put a bib on them before lunch. Children have a choice of which meal sitting they would like to attend so that this does not interrupt their play. Those returning to the nursery after a period away, or children transitioning from another room, are given sensitive and supportive interactions. These established routines and respectful culture support children's behaviour, emotional wellbeing and development. It also shows how children's voice is valued and important in the nursery.

Children demonstrate positive attitudes to learning. They play games and take part in activities collaboratively throughout the nursery. Children learn to share and take turns. Where any minor disputes take place, staff manage these well, offering support to all children as they find a harmonious outcome. Leaders and staff act as positive role models for children. They understand the importance of punctuality and regular attendance for children's education, and this is shared well with parents.

Children's welfare and wellbeing: Expected standard

All children, including those with special educational needs and/or disabilities, develop secure attachments and warm bonds with their key person and other familiar adults. This promotes all children's wellbeing and welfare effectively. Children typically enjoy a healthy and balanced diet. Staff make sure mealtimes are enjoyable and social occasions. Effective and robust procedures are carried out to ensure that children's dietary requirements are met. Staff face children as they eat to help ensure their safety. Pre-school children learn about portion control when they self-serve food, which supports their understanding of healthy eating.

Effective hygiene practice makes sure that the personal needs of all children are met appropriately. Pre-school children wash their hands independently before lunch and after wiping their nose. Staff support children's oral care and self-care skills. They provide detail and resources to parents to support this learning further, such as information about dental health, toothpaste and a brush for children to take home. Staff place a focus on teaching children about sustainability and their indoor and outdoor environment. They teach children about key topics, including biodiversity, energy and litter. This structure allows children to learn about long-term, sustainable habits and how to look after the world in which they live.

Leadership and governance: Expected standard

Leaders and staff engage with parents and professionals in a positive and thoughtful way. They offer stay-and-play sessions for parents and grandparents to share learning that may happen at home. This supports children's continuity of education and care. Leaders and staff also support parents through times of transition to enable children to settle quickly in new rooms and to move on seamlessly to school.

Leaders provide regular opportunities for relevant and appropriate professional development. For example, some staff have completed training that focuses on using open-ended, movable materials to encourage children to direct their own play. Constructive feedback also takes place through supervision, which equips staff to undertake their roles successfully. Staff report that they feel that their workload is manageable and their wellbeing is considered by leaders.

Leaders work well together. They are ambitious and continually work with staff to meet the statutory requirements and improve outcomes for all children. Leaders are responsive to all children's needs, including those with special educational needs and/or disabilities. Leaders understand the nursery's strengths and areas for development. For example, staff continue to improve mealtimes to make these a meaningful learning experience for all children.