Bright Horizons Lewisham Day Nursery and Preschool

Inclusion: Needs attention

Leaders and staff assess and identify children with special educational needs and/or disabilities (SEND), and/or barriers to learning. However, due to inconsistencies in practice, children's individual needs are not always met. For example, staff share that they use visual flash cards to communicate with children who are non-verbal, but not all staff are consistently using these to support communication and language development for children who require additional support in this area.

Children who receive additional funding are not sufficiently supported. Funding is not being used to effectively implement strategies and resources that best meet the individual needs of children with barriers to their learning. For example, children with sensory input barriers have sensory bags to safely explore textures. However, due to the resources not being updated in line with children's interests and abilities, the overall effectiveness is reduced and no longer best supporting the children's needs.

Leaders and staff do not demonstrate a high expectation for children with barriers and/or SEND, and, as a result, these children are not being sufficiently challenged and supported with their learning and development. Leaders and staff seek advice and guidance from external agencies and work in partnership to submit education, health and care plans. However, due to the limited recourses and experiences for these children, they are not yet reaching their full potential.

Curriculum and teaching: Needs attention

Leaders have an appropriate ambition for the curriculum, however, there are weaknesses and inconsistencies in the delivery of the curriculum which, therefore, have an overall negative impact on children's learning experience. Leaders acknowledge that there is room for development and growth and are providing support and coaching for staff. However, the curriculum is not yet fully embedded, and, as a result of this, it is not an entitlement for every child. For example, children with special educational needs and/or disabilities (SEND) or barriers to learning are not suitably supported to access all areas of the curriculum.

Staff effectively plan outdoor activities to adequately support children's learning and development. Planning for the younger children motivates them and supports learning, however, this is not consistent for all children. For example, older children that are due to go to school are not fully supported to prepare them for the transition. Staff are able to demonstrate an understanding of what they want children to know and do, but activities and learning experiences do not always support these goals or enable children to achieve to their fullest potential.

Achievement: Needs attention

Due to the inconsistencies in the curriculum, children are typically not achieving to their full potential or ready for the next stage of learning. Children with barriers to learning or special educational needs and/or disabilities are not suitably supported, and effective adaptations are not always implemented to help these children achieve from their starting points. Children are prepared emotionally for the move to school, but weaknesses in the curriculum mean that they do not always make expected progress in other areas of learning. Younger children are steadily developing their communication, physical, and social skills. However, overall achievement for every child is not yet being adequately supported. For example, younger children are developing their independence throughout each mealtime, but older children are not always given the same opportunity to develop this skill and continue to gain independence.

Behaviour, attitudes and establishing routines: Needs attention

Children typically demonstrate a positive and happy attitude to play and learning, and they are developing their social skills. Leaders and staff demonstrate an appropriate expectation for children's behaviour, although this is not consistently embedded for children of all ages. Staff are not fully supporting children's behaviour and routines which sometimes has a negative impact on others. For example, children engaged in learning experiences cannot always focus and reach their potential, as they are distracted and unsettled by other children who are not being adequately supported and guided. Staff use techniques, such as the provider's safety mascot's rule cards, to reinforce behaviour and discuss risk, but not all staff implement the same expectations and children, therefore, do not consistently understand or follow the boundaries and rules. Children develop positive relationships with the staff and their key person, and they are suitably supported with their individual care and emotional needs. Staff discuss the importance of attendance with parents, and the attendance policy is implemented well. As a result, children typically attend regularly.

Children's welfare and wellbeing: Needs attention

Leaders ensure that there are appropriate and suitable policies and procedures in place, however, these are not always followed. For example, staff do not always report and record accidents and injuries, including injuries children may incur away from the setting. Leaders have supported staff with additional training and guidance to follow such procedures, however, this is still not fully implemented in practice.

Staff are attentive to the care needs of children, and they support their emotional wellbeing effectively. Children seek comfort and reassurance from staff, and are supported in an age-appropriate manner which supports children's confidence and self-esteem. Staff positively support children that are settling into the setting and due to this, children tend to settle well and in a timely manner.

Leaders and staff have created a safe space where children play and explore the environment. Leaders share ideas for how they plan to further enhance the setting to continue to help children to thrive and learn. Staff support hygiene practices well and they tend to the children appropriately, such as supporting with handwashing and changing clothing when required. However, due to inconsistencies with the curriculum and inclusion support, children with special educational needs and/or disabilities or barriers to learning do not always receive adequate support which enhances their wellbeing. For example, children who have barriers to learning do not always receive effective adaptations to ensure they are engaged, supported and settled into the environment.

Leadership and governance: Needs attention

The setting has recently appointed a new leader. Parents comment on a noticeable positive change in the learning and care provided. Leaders have an in-depth knowledge of the setting and a clear action plan to strengthen practice, and tighten oversight of the nursery. Leaders' actions to bring improvements are focused on relevant and accurate areas. However, there has not been sufficient time to embed these actions. The provider lacks general oversight of the provision, which includes supporting leaders and monitoring their suitability. For example, where concerns have previously been identified about leadership and conduct, the provider has not sufficiently monitored the concerns or given appropriate guidance.

The provider has worked with parents to share important information, such as changes to leadership. However, communication and updates for parents have not been consistent with all staff changes, including changes to the key-person system. Parents say they have started to notice positive changes to the learning, care and overall communication. Staff typically are supported with their workload. They attend regular supervision meetings that help to improve their practice. Leaders use a range of methods that celebrate staff's hard work, such as a staff praise board. However, some rooms are adapting to new staff teams and in some rooms, there is no room leader. This has a negative impact on the wellbeing and workload of other staff.

The provider has developed a secure induction programme and plans for staff's ongoing professional development. For example, staff have access to learning which aims to provide them with the knowledge required to support children's brain development, emotional regulation and overall wellbeing. New leaders explain that a focus for the setting is to support staff wellbeing and morale, but this is still currently being implemented due to the recent onboarding of new leaders.