Bright Horizons North Cheam Day Nursery and Preschool

What is it like to attend this early years setting?

Children are happy, and they thoroughly enjoy spending time at this welcoming nursery. They take part in a broad range of interesting experiences as part of a varied curriculum that is linked to their interests. Staff encourage children to become inquisitive, confident and independent learners. Children's love of books is well supported by all staff, age-appropriately. Babies' emotional well-being is encouraged as they access picture books of family members. Older children recreate the 'We're Going on a Bear Hunt' story as they explore various sensory textures. For example, they use their hands to explore foam, sticks and wet crepe paper. They approach the activity with some caution, using just their fingertips, but by the end they use both hands to explore the textures.

Babies develop their large motor skills as they have ample space to crawl and strengthen their emerging walking skills. Older children access wheeled toys, such as bikes, which helps to build their muscles, core strength and posture. Children's behaviour is good. Staff are good role models and set clear boundaries, consistently encouraging all children to share and play cooperatively with their friends. Children are well prepared for their next stage in learning and their move on to school. They gain the necessary skills to manage their own self-care needs, taking responsibility for toileting, washing their own hands and feeding themselves. They enjoy the praise they receive for their accomplishments, which helps to create confident self-assured individuals.

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

• The effective settling-in procedure allows staff to take time to get to know their key children and parents. This helps children to transition into the nursery and on to the different rooms when ready. Staff know their key children well.
• Children's knowledge of counting and numbers is promoted within the pre-school area. They are encouraged to count for a purpose, sing number rhymes and access numbered cones in the construction area. However, their knowledge of wider mathematical concepts, such as measurement and weight, is not fostered as well.
• Staff regularly observe children and assess their knowledge and understanding throughout their time in the nursery. They plan well to build on children's interests and skills to help them make good progress in relation to their individual starting points.
• Staff in all group rooms make the most of opportunities to promote children's communication and language skills. For example, they use sign language, story times, open questions and introduce new words. This helps all children effectively, including those who are bilingual and learning English as an additional language, to make good progress.
• Key persons, and other staff members, work closely with parents and other professionals. This helps to ensure that children receive the correct level of support and funding to reach their full potential.
• Children are continually provided with varied activities for them to learn about the importance of diversity. For instance, they have access to books, dolls and resources that reflect positive images of race, religion and varying abilities. Throughout the year, children acknowledge a range of cultural and religious events. This encourages them to have a positive sense of self and people who are different from themselves.
• Children's independence is well promoted. They manage their own self-care, such as wiping their nose, and enjoy completing tasks, such as serving their own meals at lunchtime. However, current revised mealtime routines provide staff with limited opportunities to discuss the importance of a healthy diet with children.
• Partnerships with parents are good and well established. Staff in all rooms work closely with parents to share information about their children's day and learning, Parents are encouraged to contribute to the activities and displays. For example, they sent in items from nature walks for children to create 'nature soup'. Children experienced a sensory delight as they used spoons and whisks to mix the soup, which was filled with acorns and flowers.
• The management team and staff meet regularly to review the provision and make changes to improve the quality of the setting. The managers support staff's ongoing professional development through regular supervisions, meetings and training. For example, following training on loose parts, staff have introduced new ways to extend children's imagination and creativity.

What the setting must and should do next

The provider should:

• increase opportunities to strengthen older children's awareness of broader mathematical concepts
• encourage staff to extend children's understanding of healthy eating and why it is important for their bodies.