Bright Horizons Goldhawk Road Day Nursery and Preschool

Inclusion: Strong standard

Leaders are extremely dedicated to ensuring that every child reaches their full potential. They work closely with staff to identify and assess the individual needs of children, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND). Staff accurately monitor children's progress and use the information gathered to provide support and reasonable adjustments. These consistent and timely adaptations help reduce the barriers children face. This is highly impactful, particularly for children who face language delays or behavioural challenges.

Leaders ensure that staff complete relevant training to enhance their understanding of how to swiftly identify and respond to children with SEND. They also engage actively with parents and health professionals, including health visitors and physiotherapists, to help plan children's learning experiences. Parents whose children have faced challenges in the past often find that staff go 'above and beyond' to support their children and families. Parents notice significant progress in their children's language and physical skills. Leaders use additional funding to ensure that children have access to appropriate equipment within the setting. This provides comfort and reassurance to disadvantaged children as they participate in a wide variety of activities.

Curriculum and teaching: Expected standard

Leaders ensure there is an ambitious curriculum that considers the individual needs of each child. Leaders and staff swiftly understand each child through conversations with parents and regular observations. This helps them to plan effectively for children, while ensuring secure learning at each stage before moving on to build on what children need to know next. Staff are highly responsive to children with special educational needs and/or disabilities. The curriculum is tailored so that all children have equal access to learning opportunities. For example, staff adapt physical activities to ensure they are suitable for children's age and development. Children develop their balancing skills and coordination well. However, teaching is not always consistent. This means that children have occasional lapses to extend their learning further.

Children are making typical progress from their starting points. Staff sing songs and rhymes to develop children's language skills. Babies have lots of fun singing along and catching bubbles in the air. Toddlers enjoy exploring nature through natural resources and water, using their senses of smell and touch. Staff incorporate mathematics by teaching children to compare size and quantities using words, such as 'bigger' and 'smaller', 'long' and 'short'. This helps children make sense of the world and solve problems through play.

Achievement: Expected standard

Children are progressing typically for their age and developmental stage. They develop some important skills in preparation for school. For example, children learn to socialise and behave well. They develop their communication and language skills as they listen to stories and sing songs. Children talk to staff during play and receive information, which helps to widen their vocabulary. As a result, children become effective communicators. Children count and use numbers during their interactions with others, supporting their early mathematical skills. Children have regular access to the outdoor environments. They use balance boards and low-level bridges to support their large muscle skills.

Children forge positive relationships and are well supported by their key person. This gives children the confidence to separate from their parents and/or carers. Children with special educational needs and/or disabilities are well supported and receive the necessary assistance to access the curriculum and make progress.

Behaviour, attitudes and establishing routines: Expected standard

Staff create an inclusive environment for children to play and learn. This makes children happy and eager to participate. For example, while waiting for lunch, staff spontaneously respond to older children, who play harmoniously together creating a bus with stools and small wheels. Children squeal with delight as they use steering wheels to navigate, while staff share what they can see along the route. Children interact positively with their friends and show respect for their environment. Staff build close relationships with children. Children enjoy spontaneous hugs and receive lots of praise from staff. This supports children's emotional wellbeing effectively.

Staff consider children's ages and individual needs when setting their behavioural expectations. During activities, they help children to recall previous learning of words from the 'We're going on a bear hunt' story. Children make links and use words in a different context, such as 'can't go over it, can't go under it'. However, staff occasionally do not consider activities to help prepare children when there is a change in daily routines. This affects children's motivation levels and attitudes, which are otherwise positive. Leaders recognise the importance of punctuality and attendance. They actively monitor children's time in the setting and address any barriers to help children develop good attendance habits for school.

Children's welfare and wellbeing: Expected standard

Staff create a calm and positive learning environment for children. On arrival, they greet children warmly and interact positively with them. Staff comfort children and provide plenty of reassurance. This is particularly effective for babies who need support or for older children who become upset during play. This nurturing approach helps children feel safe and secure, preparing them to engage in their learning.

The key-person system is effective, with staff connecting with all children, including those with special educational needs and/or disabilities. Staff take the time to communicate with parents about any factors that may impact a child's day. They also ensure that children have opportunities to refuel and recharge. This promotes children's understanding of how to maintain their physical and emotional health. Children learn about personal safety, such as when playing in hot weather conditions.

Staff support children in managing their emotions. For instance, they allow children to recognise how their emotions affect their bodies. Staff use an approach that provides targeted support, particularly for those who struggle to regulate their emotions. This initiative helps children build resilience and develop secure attachments. Staff consider children's individual needs when planning care routines, such as feeding and nap times. However, some staff do not always fully understand or implement the expectations, particularly during mealtimes. The inconsistency means that children cannot always develop essential skills, such as their independence.

Leadership and governance: Expected standard

Leaders are reflective practitioners who can identify the setting's strengths and areas for further development. They have introduced positive initiatives, such as the international library, which promotes children's early love of reading in different languages. Children broaden their vocabulary and understanding, which is evident among disadvantaged children, those with special educational needs and/or disabilities, and those who speak English as an additional language. Leaders are currently reviewing children's outdoor experiences to further enrich their learning.

Leaders engage well with parents and understand the surrounding community. They have plans to participate in a range of community projects. Parents share that leaders have improved parent communication and presence. They appreciate the support that leaders provide in ensuring their children receive the best possible care.

Leaders are passionate about providing inclusive care that considers all children, regardless of any disadvantages they may face. Leaders support staff well and are mindful of their wellbeing. They ensure staff complete regular training across a range of areas to keep their knowledge up to date and relevant. Staff appreciate the regular supervision and professional development opportunities. They have completed mandatory training and increased their knowledge of how to work more effectively with babies. However, there are inconsistencies in staff's teaching skills, which affect their ability to consistently extend children's learning. Staff also do not always organise transitions between activities effectively or consistently promote children's independence skills.