Bright Horizons Otterbourne Day Nursery and Preschool

Inclusion: Expected standard

Overall, leaders are ambitious for all children, including those with special educational needs and/or disabilities and those who face barriers to their learning. The early identification of children's needs effectively supports timely assessments and referrals to external agencies. Leaders work closely with parents to design a bespoke package of intervention that celebrates each child's unique differences. They regularly meet to adapt and suggest further areas of support that may be needed. Typically, staff are encouraged to further develop their skills, which helps them to quickly identify and support children's needs. Leaders collaborate with other professionals, such as speech and language and occupational therapists. This helps them to monitor children's progress and identify the next steps for their learning.

Additional funding is used wisely. Leaders ensure that, when necessary, children are provided with one-to-one support or are included in an enhanced ratio. This ensures that children benefit from individualised attention and/or the opportunity to join in small-group interventions. For example, children who often prefer to play independently are beginning to interact more with their peers and develop their confidence, particularly when they share a common interest in an activity. As a result, all children make the steady progress that they are capable of and gaps in their learning are lessened over time.

Curriculum and teaching: Expected standard

The oversight of the curriculum has improved, and this has allowed leaders to identify gaps in children's learning experiences and take action to address this. However, there are some gaps in staff teaching, which means that there are occasions when children's learning can be more incidental than purposeful. For example, there are times when staff disrupt children's learning to take them to other activities. In addition, some do not consider the disruption to children's learning as they lead children away from activities to have their nappies changed. Consequently, there are times when children are not as engaged in their learning as they could be.

Typically, the teaching of mathematics is well established. Babies join in counting rhymes and older children learn and use the language of measurement, such as 'more' and 'less', as they engage in water play. Children develop an understanding of language and two-way conversations as they listen to stories and contribute to discussions. All children have access to well-designed outside spaces where they can negotiate obstacles and run around in the fresh air. Children use 3-wheeled bicycles to propel themselves along. They have access to activities that they may not previously have experienced. This helps lessen the gaps in children's experiences and overall enjoyment.

Children with special educational needs and/or disabilities have access to a curriculum that is precisely matched to meet their learning and development needs. As a result, these children make steady progress from their starting points.

Achievement: Expected standard

Children with special educational needs and/or disabilities and those who face barriers to their learning make sustained and steady progress in their learning and development. They are learning the skills needed to play alongside and communicate with others. Babies babble happily away to each other and to the staff, who give them time to respond during rhymes and storytelling. This helps babies develop their communication and language skills and understand that they are being listened to.

Older children use a range of tools, such as cutlery when eating and pouring utensils when transporting water. Typically, children are developing their confidence and self-esteem. However, at times, children are not fully encouraged to problem-solve for themselves. For example, while balancing on unstable equipment in the forest school area, children do not always receive the support to evaluate their own risk and develop problem-solving strategies independently. As a result, there are times when children do not always achieve to their full potential.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff have high expectations for all children. They create a positive culture in which babies and children can grow and develop. Children are set age- and stage-appropriate expectations for behaviour, which are adapted for children with special educational needs and/or disabilities. On the whole, routines are clear and consistently implemented to help children gain a full understanding of what is happening at present and in the future. Consequently, children's emotional wellbeing is fully considered, and they demonstrate that they are happy and settled. This is further supported well by the loving and warm bonds that children develop with staff and other children.

Staff are respectful, calm and kind role models. This has a positive impact on how children behave towards each other, to the resources and to the environment. Children receive consistent praise for their positive behaviour and being kind to their friends. They learn from a very young age to take turns and listen to what others have to say.

Overall, children show positive attitudes to their learning. They arrive at the nursery with high expectations for a day of enjoyment and learning. The inclusive and positive relationships that leaders and staff have developed with parents ensure that they feel welcomed and listened to. This supports children's regular attendance, forming positive habits for future learning.

Children's welfare and wellbeing: Expected standard

Leaders have a full understanding of the different family circumstances of each child. This helps them to provide individualised support and helps children feel valued, including those children who face barriers to their learning. Leaders and staff develop warm and trusting relationships with babies and children. They work alongside parents to establish babies' sleeping, feeding and weaning routines. This promotes children's wellbeing and health and helps them to develop secure attachments.

Overall, staff know children well, including those children who face barriers to their learning. They respond quickly to children's needs and emotions. This helps children to feel respected and valued. Older children begin to understand their emotions and the effect that their behaviour has on others. Staff strictly supervise children when they eat and sleep. Staff receive training on supporting children's medical needs and managing dietary requirements and allergens. This approach keeps children safe.

Children generally develop positive, healthy habits for the future. They enjoy a wide range of nutritious foods and snacks. Staff use opportunities such as mealtimes to discuss the benefits of healthy eating and exercise. In addition, children benefit from forest school sessions where they enjoy taking appropriate risks in their play, particularly when climbing trees. They negotiate space effectively with their peers, demonstrating awareness of others around them.

Leadership and governance: Expected standard

There have been significant improvements since the last inspection. Leaders have taken effective action to address the weaknesses that were identified. They have worked hard to ensure that staff have a full understanding of their roles and responsibilities, including how to maintain children's safety through reporting and following up on any concerns they may have. Leaders have a secure understanding of the families who attend and the nursery's context. They are reflective and committed to providing a high level of education and care for all children, particularly those who face barriers to their learning. They work alongside outside professional agencies, including schools, to ensure that children receive a targeted approach during their time at nursery and beyond.

Parent feedback is positive and compliments the individualised approach that leaders provide for them. Parents mention that their children make progress and are fully prepared for moving onto school. Staff are happy in their roles and say that they feel valued and listened to. They have ongoing opportunities to progress their skills within the company and contribute their own ideas to the day-to-day running of the nursery, such as making changes to the environment that benefit children with special educational needs and/or disabilities.

Leaders have identified areas for development in the curriculum and teaching. They are aware that the knowledge and confidence of some staff needs to improve in order to raise to a higher level the quality of the delivery of the curriculum. These plans have yet to be fully embedded.