Bright Horizons Kew Day Nursery and Preschool

What is it like to attend this early years setting?

Staff positively promote children's emotional well-being. Children display confidence and emotional security as they enter the nursery ready to start their day. Staff encourage babies to be curious as they help them to learn to pull themselves up on the climbing apparatus. This promotes a positive attitude to learning. Leaders have an ambitious curriculum for all children attending the setting. Staff have realistic expectations and support them to successfully develop a range of skills for future learning. For instance, children build on their social skills as they learn to take turns during play. They work collaboratively as they prepare the table for lunch.

Staff support children's physical well-being and help them to learn to keep themselves safe. For example, staff guide children to negotiate space when using 'ride-ons' as they explore the outside area. Staff help babies and toddlers, who are learning to cruise and walk, to develop resilience when they are encouraged to 'try again' if they lose balance. This supports the development of positive behaviour and attitudes.

Staff encourage children to develop independence. Children eagerly choose books to explore. Staff respond positively when children communicate their desire for staff to read to them. This helps children to develop their communication and language skills.

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

• The curriculum is effective and sequenced by staff, who understand the children's needs. Staff in the pre-school room understand how children learn to develop strong foundations. For example, children choose to cut fruit and vegetables during a free-play activity to learn the skills needed for independent feeding at mealtimes. This helps children to learn to master their personal needs. Overall, staff know what they want children to achieve before they transition. For instance, children in the baby room are confident in selecting activities before moving to the next room. This helps children to develop independence. On occasions, less skilled staff are unsure of the next steps for some children, meaning they do not always have the support to fully extend learning opportunities.
• Children develop positive behaviours and are respectful towards each other. For example, during group story time, children pretend to be 'the teacher' and others listen attentively and engage with the activity. This helps children learn to self-regulate behaviours, take turns and respect other's choices. Toddlers and babies are encouraged to understand the classroom expectations and routines. For instance, toddlers wash their hands independently and are guided by staff to dry their hands and put the paper towel in the bin. Staff praise children for their achievements and children smile in recognition.
• Staff know how to support children's early communication and language skills. Staff who work with younger children use repetition in English and children's first languages to enable children to learn new words. Older children partake in interactive story times that encourage children to make predictions for what may happen next. Staff introduce new words, such as 'title', and ask children to verbalise their understanding.
• Parents are complimentary about the nursery, particularly the kind, knowledgeable and professional staff who go 'the extra mile'. They welcome the daily communication about the children's care routines, enabling them to feel confident that the children are happy and safe. Parents value the strong pastoral care but are not always encouraged to share the children's learning experiences from home.
• The managers are highly motivated and have monitoring systems in place to ensure that good practice is embedded. They support staff through regular team meetings and supervisions. In addition, managers encourage staff to partake in training that will support their roles and personal development.
• Children with special educational needs and/or disabilities make good progress. Staff work with external professionals and parents to help children achieve their targets. Staff model language and understand the positive impact of the sensory room on children's development. They use the resources effectively to support children's communication and language development and emotional well-being.

What the setting must and should do next

The provider should:

• build on current support for less skilled staff to help ensure consistently strong quality learning experiences for children
• encourage parents/carers to share learning from home to promote even greater consistency.