Bright Horizons Northgate House Day Nursery and Preschool

Inclusion: Expected standard

Leaders and staff create an inclusive environment, where children feel happy and safe. They adapt their approach to meet children's individual needs, including those with special educational needs and/or disabilities and those with other barriers to their learning.

Staff use observations and assessments effectively to identify children's strengths, interests and areas where further support is needed. Where gaps in learning and development are identified, staff provide targeted support and carefully planned interventions to help children make progress. Staff work closely with parents and carers to share information, agree strategies and ensure that approaches are consistent between home and the setting. Collaboration with external agencies further strengthens this support, with professional advice used to inform appropriate strategies and ensure children's needs are met effectively.

Leaders have a clear understanding of children who are entitled to additional funding and use this strategically to provide targeted support, resources and experiences that promote children's wellbeing, inclusion and learning.

Curriculum and teaching: Needs attention

Teaching is variable across the setting. The environment does not consistently support high-quality learning, as staff do not make effective use of the available space to promote purposeful exploration, independence and sustained engagement. Opportunities for children to access a broad range of stimulating resources and experiences are inconsistent, limiting their curiosity and ability to initiate and extend their own learning. Consequently, the learning environment does not consistently maximise children's progress or provide the rich, well-organised provision expected to support effective teaching and learning.

Younger children's learning is frequently disrupted by transitions to other activities. These interruptions reduce the time available for children to become deeply engaged in play, sustain their concentration and explore experiences in greater depth.

Staff interactions are inconsistent. Some staff are not sufficiently clear about the purpose and intended learning outcomes of activities. While activities are often set up appropriately, staff do not consistently engage with children in ways that effectively extend their learning and development through play.

In addition, younger children do not consistently receive the support they need to develop their communication and language skills. Staff often talk to children rather than engaging them in meaningful back-and-forth conversations. They do not consistently allow sufficient time for children to think, respond and express their own ideas. As a result, children's language development, confidence and critical thinking are not consistently promoted.

Overall, children's independence is supported well. They manage their self-care needs confidently and willingly help to tidy the learning environment. However, at times, staff complete tasks for children rather than encouraging them to try for themselves. For example, during lunchtime, some staff are quick to serve younger children's food rather than providing opportunities for children to serve themselves and further develop their independence skills.

Achievement: Needs attention

Overall, children are confident to explore activities and resources. Older children are provided with challenge as they complete more complicated puzzles and show pride in their achievements. Younger children develop new skills as they explore activities in the garden and enjoy water play. Children play well alongside and with their friends. For example, children in the garden hunt for spiders together and talk about the cobwebs, they laugh and scream as they run away from the spiders.

Older children are confident and express themselves clearly, they are well prepared for the next stage of their learning and excitedly talk about visits to their new schools. Overall, children engage well in activities of their choosing. However, regular breaks in the daily routine disrupt sustained periods of play and learning. This means, at these times, children do not have time to develop and embed new skills or learning.

Behaviour, attitudes and establishing routines: Expected standard

Staff have created a welcoming and positive environment for children. Staff have secure relationships with children and they know them well. Overall, children behave well, and staff act as positive role models by promoting good manners and speaking respectfully to the children. For example, staff remind children to say 'please' and 'thank you' as they hand out water bottles. However, on occasions staff do not consistently help children to understand the impact of their actions on themselves or others. In addition, opportunities to promote sharing and turn-taking, particularly with younger children, are not always fully utilised.

Staff provide praise, which children clearly enjoy and which helps to encourage positive behaviour. Children listen attentively to staff instructions and generally respond well. They are beginning to develop positive relationships with their peers and demonstrate kindness and consideration towards one another. Staff have lovely relationships with children who seek them out when they need comfort or reassurance. Children respond positively to the instructions from staff and listen and follow instructions well. Staff consider children's individual needs when interacting with children. For example, staff adapt their language when talking to babies to ensure understanding.

Children's welfare and wellbeing: Expected standard

Children manage their self-care needs well and preschool children are developing increasing levels of independence. For example, preschool children serve their own food. Overall, children are supported to understand their emotions and feelings. Staff use a range of strategies, including discussions and reassurance to help children recognise emotions in themselves and others and begin to develop positive ways to manage these. Staff have a good understanding of children's individual needs and work closely with parents to ensure consistency for children.

Children's home routines, including sleep times, are followed carefully, helping children to feel secure and settled throughout the day. Staff respond sensitively to children's needs and ensure routines are flexible and centred around babies individual needs. Children benefit from regular opportunities to be physically active throughout the day. The outdoor environment provides a variety of experiences that support their developing coordination, balance and strength. For example, younger children learn how to use the see-saw. Staff offer encouragement and support while allowing children time to practise and develop their confidence. Children express pride when they achieve this independently. These experiences help children to develop resilience, perseverance and a positive attitude towards trying new things.

Children are happy, settled and demonstrate a strong sense of belonging within the setting. They are developing healthy lifestyles through regular access to fresh air, exercise and opportunities to rest when needed. Positive relationships with staff help children feel safe and secure, supporting their emotional wellbeing.

Leadership and governance: Needs attention

Senior leaders have demonstrated an accurate understanding of the setting's strengths and areas for development. They have identified specific weaknesses and have begun implementing measures to address these. This has included providing targeted support, coaching and additional training for the management team and staff to strengthen their knowledge and improve the quality of learning and development opportunities available to children. Leaders show a commitment to driving improvement and have action plans to further develop practice across the setting. While positive steps have been taken, these are still in the early stages of implementation and are not yet fully embedded into everyday practice. This means, at times, children do not receive the support needed for their learning and development.

Parents speak positively about the care their children receive and express confidence in the staff team. They value the warm, caring and nurturing relationships staff build with children and report that their children are happy and settled. Parents also appreciate the regular communication they receive regarding their children's care, learning and development, which helps them feel informed and involved.