Bright Horizons Golders Green Day Nursery and Preschool

Inclusion: Needs attention

Leaders identify children's emerging needs quickly and accurately. However, inconsistencies in practice have a negative impact on children, especially those with barriers to their learning. Strategies to support children who have been identified as having speech and language difficulties are not consistently followed. For example, the use of pictures, gestures and objects to support understanding is not consistent. This means that children who struggle to communicate do not always understand what is expected of them. They are also not given the opportunity to express how they feel. As a result, they are not able to fully access the curriculum nor make significant progress.

Leaders have a secure understanding of individual children's needs. They work closely with the local authority to improve experiences for children with special educational needs and/or disabilities (SEND). Leaders work collaboratively to draft education, health and care plans to ensure children with SEND generally get the support they need. However, the implementation of these plans is variable.

Supporting children who are known to children's social care is a priority for leaders. They ensure there are clear and open conversations between families and other professionals. Robust policies and procedures enable leaders to monitor children's wellbeing. This supports children to feel safe.

Curriculum and teaching: Needs attention

Leaders have an ambitious curriculum but inconsistencies in the implementation of this have a negative impact on the progress of children, especially children with special educational needs and/or disabilities. Children who need the most support to access the curriculum are not consistently given this support. Staff do not always take the time to ensure what they are saying is being understood. Staff ask questions of these children in passing, and when there is not a response, they do not adapt their speech to ensure understanding. As a result, children with barriers to their learning are not engaged and are left to wander in the provision.

Where practice is better, children engage in language-rich, exciting experiences. They are fully absorbed as they pretend to be different animals in an animal yoga story. They slither on their bellies like snakes, stand on one leg like a flamingo and meditate like monkeys with crossed legs. Children are exposed to language beyond their everyday experiences and try to use this vocabulary in their play. As a result, some children develop a wide and varied vocabulary which they use in their play.

Older children are independent learners. Staff support them to make decisions in their play. For example, children notice the role-play babies are dirty. Staff encourage the children to come up with a solution and then follow it through. This supports children to feel that their ideas matter.

Achievement: Needs attention

Generally, children make progress from their starting points in some areas of learning, such as their physical development. Due to inconsistencies in the implementation of the curriculum, not all children make sufficient progress from their starting points, especially children with special educational needs and/or disabilities. This means they are not always prepared for the next stage in their learning.

Children have access to large rooms and multiple outdoor areas. Leaders understand the importance of promoting physical development and have recently developed their outdoor spaces to ensure children can develop a variety of physical skills, both indoors and outdoors. Children relish exploring the space. They develop their large muscles as they climb up, over and under the climbing equipment. They are taught the small steps needed to develop proficiency in using the apparatus. Children develop their small muscles as they are taught to use cutlery when eating or scissors when cutting. As a result, some children are prepared for the next stage in their learning.

Behaviour, attitudes and establishing routines: Needs attention

Although leaders understand the importance of effective routines, weaknesses in the establishment of these mean that children have to wait for long periods of time throughout the day. Children are also requested to complete a task multiple times due to the lack of organisation during transitional periods of the day. This has a negative impact on their wellbeing and leads to frustration.

Key-person arrangements are in place. Staff build warm and positive relationships with children and their families. Parents and carers praise staff for the nurturing environments they create. A comprehensive settling-in process ensures staff know children well. This supports children to develop feelings of security and safety. On occasion, children who attend irregularly do not have important information shared to support transition. Leaders receive this information from parents; however, due to a breakdown in communication, it is not passed on to the staff. As a result, these children take a longer period of time to feel settled and comfortable in the setting.

Typically, children are well behaved. Staff support children to work collaboratively. They treat children with kindness and respect and act as good role models. They offer clear praise. This supports some children to understand what is expected of them. Staff discuss the impact of certain behaviours on others. For example, staff encourage children to use their 'indoor voices' and discuss how other children cannot hear themselves when they are shouting.

Leaders actively encourage regular attendance. Secure policies and procedures ensure attendance is monitored effectively. Parents and carers are aware of the nursery procedures and actively follow them. As a result, most children attend regularly and establish important habits for future success.

Children's welfare and wellbeing: Needs attention

Although relationships between staff, children and families are generally effective, inconsistencies in practice negatively impact on children who face barriers to their learning. Strategies to support communication are underused and there are weaknesses in transitions throughout the nursery, which has a negative impact on children's wellbeing. As a result, some children, especially those with special educational needs and/or disabilities, are not supported to recognise, express and manage their emotions.

Leaders and staff provide a safe and welcoming environment. The learning environment is clean, well resourced and organised. Families are encouraged to participate in nursery life. Parents and carers come in and share their profession with the children. This supports the children to feel a sense of belonging.

Hygiene practices are effective. Children are encouraged to wash their hands before meals and after using the toilet. Meals are a social event. Older children discuss their favourite foods and what they eat at home. A strong emphasis is placed on keeping their bodies healthy. Children are keen to name all of the vegetables they are eating and the effects these have on their bodies. Children are kept safe while eating and sleeping. Staff discuss recently attending training on safer eating and clearly identify how to ensure mealtimes are a valuable learning experience, as well as being safe. As a result, children know how to keep their bodies safe.

Leadership and governance: Needs attention

Leaders monitor practice and the implementation of the curriculum. Their actions to bring about improvements are largely focused on the right areas for development, but do not lead to improvement quickly enough. For example, leaders are aware that transitions throughout the setting need strengthening. However, the strategies in place to support this have not led to rapid improvement. Children do not have access to a language-rich environment, especially those with special educational needs and/or disabilities. As a result, some children become confused and frustrated.

Leaders are passionate about the care and education they provide for the families in the local community. They typically act in the best interests of the children. Children visit the local care home regularly. They chat and share experiences with the older generation. This supports children to challenge stereotypes, develop empathy and improve confidence.

Professional learning is embedded into practice. Leaders ensure staff regularly attend appropriate training. Staff speak highly of the professional opportunities available to them. Their most recent training on safer sleeping has had a positive impact on practice.

Leaders are proactive in managing staff's wellbeing and workload. They create an open culture for communication in which staff are confident to share their thoughts. Staff comment on how supportive the management team is. As a result, staff feel valued and morale is high.