Bright Horizons Kirkby Day Nursery and Preschool

Inclusion: Expected standard

Leaders ensure that staff adapt the support that they provide for the learning and wellbeing of children with special educational needs and/or disabilities (SEND). Generally, the nursery meets the needs of children with SEND well. Leaders provide well-considered guidance and coaching for staff on how to work effectively with children with SEND, such as how to successfully apply individual plans for children. However, at times, adaptations to staff's support for children with SEND are not sharpened in a planned way to make a sustained difference to children's opportunities and experiences.

Leaders work effectively to achieve the best for children. They are steadfast in seeking external professional support and assessments for children, such as to secure education, health and care plans. This reduces barriers to children's learning and ensures that future plans for children, such as to secure a place in specialist provision, are in place.

Leaders have recently introduced home visits to support children's transitions into the nursery. This enables leaders to get to know each child and family well before they start nursery life. Children's key persons and leaders make effective use of information gathered at the visits to ensure all children's needs are met well from the very start.

Although children who are eligible for additional funding do not currently attend the setting, leaders and staff are experienced in using this funding and have a secure understanding of how they may do so. For example, they know to discuss every child's needs and starting points with parents and carers. Leaders know to use this information to provide experiences and opportunities, or to purchase equipment to enhance children's learning and development.

Curriculum and teaching: Expected standard

Leaders know what information they want children to understand and why. They ensure that staff teach children important concepts in a logical order. Staff carefully check what children already understand. This informs their decisions about the knowledge to teach children now and next. Generally, staff support children's communication, language and thinking effectively. On occasion, some staff do not use questions and comments to develop children's thinking and their understanding of important words.

Leaders and staff understand the importance of children's regular access to physical activities outdoors. On the whole, they provide children with well-organised, beneficial activities, such as those to develop children's physical strength and lifting. Leaders' outdoor provision for younger children is not as well considered as that for older children. This means that, at times, the physical development needs of some less confident, younger children are not met as successfully outdoors.

Leaders' effective curriculum is grounded in the successful teaching of children about the basics of mathematics, as well as developing their knowledge and love of songs, books and stories. Story times are a well-developed opportunity to learn different stories. Staff draw on their training well to provide skilful support for children with special educational needs and/or disabilities to develop their use of gestures.

Achievement: Expected standard

Children learn to use mathematical language accurately, such as to discuss and measure the distance a paper aeroplane travels when thrown. Children become confident and skilful mathematicians. They develop accurate, wide-ranging knowledge, for example about number names and how to count in order.

Children learn to think about the thickness of paint and the height and speed from which they pour it when creating carefully crafted paintings. Children build a secure knowledge of relevant art words, for instance 'drip', 'splat' and 'pour'. In the main, children develop their physical skills and coordination well. Some younger children develop less confidence and fewer physical skills when outdoors.

Children develop a rich knowledge of different stories due to leaders' well-thought-out and taught curriculum. They listen well to the stories that staff read to them and take part in storytelling with joy. Most, but not all, of the time, children develop their thinking skills effectively.

Behaviour, attitudes and establishing routines: Expected standard

The nursery day runs smoothly and effectively because leaders have established well-considered routines that children and staff follow. Behaviour issues are rare, and quickly spotted and acted on by leaders. For example, leaders and staff calmly approach any squabbles between children to help them to learn how to negotiate and peaceably resolve any short-lived conflicts. Leaders' well-organised approach helps children to positively anticipate changes, such as when it is tidy-up time or sleep time. Staff build respectful and caring relationships with children. This helps staff to recognise when some children, including those with special educational needs and/or disabilities, need extra support to manage their emotions. Children love learning, and feel positive and at ease.

Leaders have high expectations of children's behaviour. They work effectively with staff to ensure that children understand how to act sensibly at nursery each day. Most of the time, leaders and staff gently and expertly support individual children whenever they need extra help or reminders. Children play together kindly and cooperatively. They learn to look after the nursery's resources and to act responsibly.

Leaders have clear expectations about children's regular attendance at nursery, which they share openly with parents and carers. Staff follow leaders' well-designed arrangements to act on any children's unexplained absences from nursery. They share with parents the importance of regular attendance to ensure that children experience the full curriculum.

Children's welfare and wellbeing: Expected standard

Leaders and staff place high value on developing close and affectionate relationships with children at the nursery. Children, including those with special educational needs and/or disabilities, show that they feel safe and freely approach staff for cuddles and reassurance. This helps children to develop a secure sense of belonging.

Staff help children to understand the importance of keeping their hands clean, such as after toileting and before eating. Leaders provide children with healthy meals and regular opportunities to be physically active at the nursery. Generally, older children benefit from the nursery's outdoor equipment and learn to climb and balance to develop their physical fitness. They learn about making healthy lifestyle choices. However, younger children develop less confidence in their physical skills outdoors.

Staff ensure that all children learn to be independent. For example, staff give meaningful opportunities for children to pour their own drinking water and serve their own meals. Children delight in being able to do tricky tasks for themselves. Leaders and staff recognise that some children develop an interest in using the internet, such as to watch and listen to music. Leaders make certain that they share with parents how to keep their children safe when online at home.

Leadership and governance: Expected standard

Leaders provide all staff with very well-thought-out induction training and daily discussions, including about workload. Leaders make sure that staff complete mandatory training about children's care, safeguarding and welfare. Staff have regular confidential discussions with leaders about their work. Staff have no doubt about their roles and responsibilities, including about the importance of safeguarding children. At times, leaders do not ensure that staff's wider training links to their individual learning needs. This means that, sometimes, staff do not develop as much understanding as they could about how to teach leaders' intended curriculum.

Leaders engage with parents and carers professionally and courteously. They get to know families' needs well. Leaders provide carefully considered settling-in arrangements to support children to transition from home into the nursery. This helps children to settle quickly both at the start and when moving through into other nursery rooms. Leaders have well-considered arrangements to update parents about their children's needs, for instance holding regular reviews about the progress of children with special educational needs and/or disabilities. Leaders value the staff and welcome their insights and suggestions to help the work of the nursery to improve. Leaders celebrate staff's achievements and build warm and positive teamwork between staff at the nursery.