Bright Horizons Great Cornard Day Nursery and Preschool

What is it like to attend this early years setting?

Children develop increasing levels of confidence as they play and learn. The curriculum is well planned to meet their learning needs. For example, lots of thought has gone into helping children develop their independence. Children benefit from increasing levels of challenge as they progress through the different childcare rooms according to their ages. Babies babble, smile and begin to use identifiable words as they play with staff and alongside each other. They enjoy sharing carefully chosen songs that encourage early communication skills, such as waving and saying 'hello'. Young children move freely as they explore the spaces available to them, inside and outside.

The oldest children in particular benefit from very strong teaching. The learning opportunities these children have are enticing and highly motivate them to join in. For example, staff help them to recreate props from a favourite story as part of their play. Practical use of mathematical concepts about space, shape and measure are interwoven throughout this teaching. Other children practise their early writing skills as they make letters for people who are special to them. Staff are always on hand to offer children reassurance and comfort at times when they may need it.

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

• Leaders and managers have taken effective action since the previous inspection to address weaknesses identified. The provider now demonstrates that they consistently meet the requirements of registration.
• All children benefit from safe and secure outdoor play areas, which staff have designed with their development in mind. They have plenty of time outside in the fresh air to be physically active while developing their strength and agility. This supports children to develop healthy attitudes to movement and exercise.
• Children show that they feel safe and secure. They build strong bonds with their key staff. Children's key persons know their individual needs well. Staff make plans to help children reach their next steps in learning, based on an accurate understanding of their current skills and knowledge.
• Parents are well informed about their children's learning. Children's key persons get to know parents and families well. They celebrate children's successes and help parents to understand what they can do to further their child's learning at home.
• Staff listen to children's views and encourage them to make their own choices. They show children respect, kindness and thoughtfulness. This contributes to children's developing ability to collaborate with their friends.
• Partnerships with parents are effective. They state that their children are happy and settled in the care of the nursery staff. Parents say that their children look forward to attending and tell parents about their varied experiences when they get home.
• Leaders and managers have high aspirations for the nursery. Staff complete relevant training, including training around safeguarding. Following some staff changes since the previous inspection, new staff receive a thorough induction process and support to help them in their roles. However, not all staff consistently show through their interactions with children that they fully understand how to deliver the challenging curriculum to the highest levels.
• Children with special educational needs and/or disabilities (SEND) are well supported. Staff give them extra care and attention to promote their learning and well-being. Staff notice what children enjoy and use their interests to provide an engaging education. Staff share information with other agencies to good effect.
• Children behave well. They are familiar with nursery routines. Staff calmly share their expectations of children with them. For example, they remind children to listen at story time. Children play alongside each other nicely, and any instances of unwanted behaviour are rare. At mealtimes, children learn how to serve their own healthy snacks and meals. Children develop positive social skills, such as waiting for their friends to be served before they start to eat.

What the setting must and should do next

The provider should:

• support staff to develop their understanding of how to deliver the challenging curriculum to raise the quality of education higher.