Bright Horizons Guildford Boxgrove Day Nursery And Preschool

Inclusion: Expected standard

Typically, leaders, alongside their staff team, are quick to respond to any barriers that all children, including those known to social care, may face. Staff carry out regular assessments and use their expert knowledge of individual children to identify gaps in learning. Those with lead responsibility for inclusion recognise the importance of working in collaboration with parents and relevant professionals to ensure support is given in a timely manner. Children with special educational needs and/or disabilities (SEND) benefit from individualised plans. These are generally understood and used by staff and incorporate bespoke strategies and targets to support their ongoing learning and development. For instance, children who require additional support with their communication indicate they want to use their now-and-next board by pointing to the cupboard where it is placed. Staff are prompt in their response and use the board as a means of communicating what children would like to do next. This helps children with SEND feel included, as they make their needs and desires known. Target plans and strategies used are monitored well to ensure their effectiveness. Furthermore, leaders make informed decisions and use additional funding to buy resources that improve children's outcomes and learning experiences.

Curriculum and teaching: Expected standard

The curriculum is broad and engaging and offers opportunities that promote all children's learning, including for those with special educational needs and/or disabilities. Although leaders and most staff members recognise the overall intention for children's learning, this is not fully understood by all staff delivering the curriculum, which can provide inconsistencies in teaching. Staff recognise the importance of promoting mathematics from an early age. For instance, younger children are consistently exposed to mathematical language. Staff skilfully build on children's skills as they grow, offering more complex mathematical concepts, such as using measuring tapes to see who is smallest and tallest.

Staff use their carefully considered observations and assessments to recognise and respond to what children know and can do. Children are supported with care as they develop their physical skills from an early age. For example, staff hold the youngest children's hands and offer gentle guidance to bend their knees as they practise jumping. Older children are encouraged by staff to jump high and bend down low as they act out different characters in the book staff are reading. The relationships children build with staff and each other as they play and explore support their personal, social and emotional development well. On the whole, children learn to become competent communicators as they participate in consistent back-and-forth interactions with staff and other children. However, there are times when some staff do not use the correct words when talking to children, for instance, when describing objects or body parts. This can hinder their vocabulary development as they learn new words.

Achievement: Expected standard

Generally, children, including those with special educational needs and/or disabilities or other barriers to learning, achieve well from their starting points. They make progress and learn the skills they need to prepare them well for their next stage of learning. Typically, children demonstrate a willingness to learn as they remain engaged in activities for long periods. They move around the room and outdoor areas with confidence and link up with each other to share their experiences. For instance, children demonstrate to each other how they can hula hoop. They then place each other in the hoop and pretend to be on a train. Children are creative and make-believe by pretending. Children, including those known to social care, participate in a range of activities that promote their language skills, such as reading and singing with puppets used as props. However, inconsistencies in some staff's use of terminology can lead to confusion regarding word meanings. At these times, children's communication and language are not supported as well as they could be.

Behaviour, attitudes and establishing routines: Expected standard

Generally, leaders and staff have created a positive culture where children learn and play harmoniously. Leaders and staff recognise the importance of establishing robust routines to help children feel safe and secure and understand what is happening next. They have recently introduced new routines, such as rolling mealtimes to help children remain focused on their activity. This has a positive impact on children's behaviour, as their play and learning are less frequently interrupted. In addition, children learn appropriate table manners in small, focused groups. As a result, the environment is busy yet calm, and children become deeply engrossed in their explorations without interruptions.

Mostly, staff ensure rules and boundaries are understood. For instance, staff ensure children wear shoes and coats as they free flow inside and outside. On the whole, children behave well and listen to directions given by staff. Staff are positive role models and treat children with respect. In turn, children talk politely to staff and each other, which helps them develop friendships as they interact, collaborate and share experiences with each other. Leaders provide flexible hours to accommodate parents' schedules and actively encourage punctuality and attendance. Staff recognise that regular participation in the setting improves learning outcomes for children.

Children's welfare and wellbeing: Expected standard

Staff create warm, nurturing relationships with all children that support them in settling comfortably. Children's welfare and wellbeing are promoted well, which helps them settle in quickly and immerse themselves in play and learning. Familiar routines have a noticeable impact on children, including those who may face barriers to their learning, emotional wellbeing and security. Staff support children in developing healthy lifestyle habits, including oral hygiene, nutritious eating and regular physical activity. As a result, children become more aware of how to care for their bodies and are better prepared to make healthy choices. Staff offer guidance and support to parents as children go through stages of change, such as weaning, learning to use the toilet and sleeping routines. Staff ensure they seek regular updates from parents regarding any changes in routines to enable them to support the continuity of care between home and the setting. This helps them support children's individual needs so they feel safe and secure.

On the whole, staff support children to recognise potential dangers, including how to stay safe online and to be careful as they play on the slanted hill in the garden. However, there are times when some staff members do not recognise opportunities to extend children's learning about how to keep themselves and others safe. For instance, staff do not always talk to children about why they have removed broken objects from their play that are sharp and could cause them harm. This can limit children's understanding of how to identify and respond to risks themselves. Children play and learn in an environment that is safe.

Leadership and governance: Expected standard

Leaders are dedicated to, and passionate about, continually improving. They are reflective and seek regular feedback to enhance care and learning for all children, and they have sufficient oversight of the day-to-day running of the setting. Typically, leaders understand the setting's strengths and act on areas they would like to improve. For instance, the recent garden project has enhanced learning opportunities for children as they relish playing in the newly renovated gardens. However, leaders have not yet identified whether there are gaps in some staff members' understanding of the overall intention for children's learning. This means there are some inconsistencies in how the curriculum is delivered. Despite this, the long-standing staff team reports high levels of support through regular opportunities to enhance their personal effectiveness. Staff share recent training they feel has impacted their practice, such as nurture training where they are encouraged to view the environment through a child's eyes. This has helped them to make improvements by making areas children often use more comfortable and visibly appealing.

Leaders and staff recognise the importance of working in close partnerships with parents and other professionals. They actively use guidance from external sources, such as the local authority and other agencies. This improves practice and support for all children's development, including those with special educational needs and/or disabilities. Parents share their gratitude for the attention to detail when supporting their children's growth, helping to prepare them for school.