Bright Horizons North Baddesley Day Nursery and Preschool

What is it like to attend this early years setting?

Children enjoy coming to the setting, and staff work hard to develop secure attachments with every child. Staff know the children well and use this knowledge to plan experiences that are fun and engaging. For example, staff support pre-school children to explore large cardboard boxes in the outside area. They use chalks to draw on the boxes and on the ground. This supports children's creativity and provides opportunities to practise early literacy skills.

Children's behaviour throughout the setting is good and they respond positively to adults. They understand the expectations, and staff gently help those who need extra support in a sensitive and respectful way. For example, staff clap and say 'well done' to babies when they give a toy to their friend. This promotes a positive sense of self and begins to develop their confidence and self-esteem.

Children are encouraged to develop their independence, and they enjoy exploring resources, which are accessible at a low level. Staff support children of all ages and abilities to communicate effectively and express their needs. For example, staff and children use sign language and 'now and next' visual cards. This supports children's understanding of what is coming and when it is time for a change in the daily routine.

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

• The curriculum is ambitious for all children. Staff across the setting use activities that are engaging, challenging and promote communication and language. For example, babies are supported to explore boxes with animal puppets inside when reading a story about a zoo. This enables children to hear new and familiar words and explore different sounds with their friends. Staff also encourage toddlers to paint on an easel. This provides opportunities for children to explore different colours and begin to develop a sense of creativity.
• Leaders have a very good overview of the setting and are supportive and reflective with all staff. For instance, 'daily huddles' are carried out at the start of each day to share information with teams and provide advice and support where needed. Staff feel well supported by leaders and are provided with regular opportunities to develop their professional knowledge. For example, staff attend training on how to support children's development, then share this with others across the setting. This means key messages are shared and the whole team benefits from the training.
• Staff have a good knowledge of children's needs and work closely with parents to support those children with special educational needs and disabilities (SEND). However, there are times when staff are not confident at implementing strategies promptly to support children to regulate their emotions. This means that the needs of some children with SEND are not being consistently met in good time.
• Children choose whether to play indoors or outside, and staff offer a wide range of activities for them to engage in. However, staff deployment is not always effective, and the positioning of staff means that there are occasions when children are not engaged in meaningful learning opportunities. This means that, at times, children do not fully benefit from the experiences on offer, as staff are not on hand to support them.
• There are effective strategies in place to support children with changes. For example, staff visit children in their current room to begin developing a secure attachment. This means that children are familiar and comfortable with their new key person before they start in the next room. Staff spend time with children and parents to ensure children are happy and confident when moving to their next stage of learning, such as the local school. This helps children to feel well prepared and safe.
• Staff have a good knowledge of how children learn and use this information to develop children's thinking. Staff skilfully plan activities and resources to reflect the preferred learning styles of children. For example, toddlers can access small wicker baskets to collect objects that interest them. This supports their intellectual development and helps them to make sense of their environment.
• The setting provides lots of opportunities for physical activities as well as quieter moments for children to relax. For example, staff support children of all ages to use steps, bridges and tunnels to practise balancing and coordination. Staff also teach children yoga in a calm environment. This means that children are beginning to develop an awareness of their bodies.
• Parents say they are very happy with the care their children receive while in the setting. Parents are regularly kept up to date with their child's progress, new activities they have enjoyed and next steps for learning. This means that children receive care consistently at home and in the setting.

What the setting must and should do next

The provider should:

• support staff to consistently implement agreed strategies for children with SEND
• strengthen the deployment of staff to ensure children are always engaged in meaningful learning.