Bright Horizons Peckham Rye Day Nursery and Preschool

Inclusion: Expected standard

Leaders and managers establish effective partnerships with parents and professionals to assess, identify and meet the needs of individual children. They liaise closely with other agencies to meet the needs of children who are known to children's social care. They gather information from parents and professionals, and develop and implement health care plans, to meet children's dietary and medical needs. Children and families feel welcome in this inclusive provision.

Leaders and managers have not fully addressed some gaps in information sharing processes within the team. Some staff who work with children who speak English as an additional language are not informed of the languages children are familiar with in their home environment. They do not consistently use this information to enhance the learning experiences of individual children.

Curriculum and teaching: Expected standard

Leaders support staff to plan and implement a curriculum that is ambitious and enables individual preparation for children's next stages in their learning.

Staff stimulate older children's participation during book reading activities. They encourage children to express their thoughts and ideas and talk about emotions. Typically, children focus well during these activities. Staff provide several opportunities for children to extend their communication skills and learn new vocabulary. Babies learn to name animals. Children with special educational needs and/or disabilities (SEND) learn to follow instructions, for instance, when staff engage their participation in interactive games outdoors. However, staff do not always provide opportunities for children to engage in learning experiences that reflect their home languages.

Staff skilfully use regular opportunities to introduce children to numbers, counting and mathematical vocabulary. They challenge older children's learning by encouraging them to calculate one more or one less than a given number. Children with SEND learn mathematical vocabulary, for instance, as staff encourage them to identify the 'big' and 'small' ducks during water play. Staff chat with older babies about the numbers that represent children's nappy size, thereby using regular opportunities to introduce children to early mathematics.

At times, staff do not support and guide children to learn the appropriate use of resources, for instance, to hold scissors effectively during arts and crafts activities. Children hold the scissors with their thumb in the lower ring, which does not allow them to achieve desired results while cutting paper.

Achievement: Expected standard

Children benefit from a curriculum that is tailored to promote their individual needs and overall development. Babies learn new vocabulary in the context of their play. For example, they know the names of herbs, such as 'mint', and they explore smelling the herb. Children build on their imagination. For example, babies learn to play musical instruments 'slower' and 'faster' as staff sing to them. Older children, who previously needed support with their communication and language skills, demonstrate progress from their starting points. Children are prepared well for the next stages in their learning.

Children benefit from regular opportunities to be physically active and to play in the fresh air. Children across all age groups enjoy exploring different textures, using their senses. Children with special educational needs and/or disabilities focus well, for instance, as they explore catching objects in the net during water play. On some occasions, children are not fully supported to learn the appropriate use of resources and this interrupts their learning at times.

Behaviour, attitudes and establishing routines: Expected standard

Leaders, managers and staff promote positive relationships within the setting and teach children to take account of the needs of others during play. They take appropriate steps to intervene and support children to resolve any issues with peer relationships and to develop respectful relationships with each other. Staff promote children's understanding of the lives of people and communities around the world. These experiences support children to develop positive attitudes towards differences.

Typically, children engage well during activities as staff know children's interests and plan activities that stimulate their curiosity. Furthermore, staff actively promote children's choices. For example, children who do not wish to join in group time receive support to choose alternative activities that interest them. Children are motivated to explore, and they are typically happy and settled.

Staff pay particular attention to supporting children to adapt to new routines, for instance, when they transition between rooms within the setting. For example, they teach older babies to learn to use open cups and to learn to use cutlery to support their independence and to prepare them for next stages in their learning.

Staff work in partnerships with parents to support children to learn to use the toilet independently. They share information effectively with parents to understand and support children's sleep and mealtime routines.

Staff work closely with parents to support children's attendance. They share information effectively with parents and other agencies to understand and support the needs of children who are known to social services.

Children's welfare and wellbeing: Expected standard

Staff focus well on supporting children's emotional wellbeing. They support children with adapting to changes, such as the arrival of a sibling. They provide several opportunities for older children to talk about and overcome any anxieties, if any, regarding starting school. They read stories to children about starting school and promote positive discussions about the changes. These experiences support children to develop a positive approach to change and helps to prepare them for the next stages in their learning.

Staff share information effectively with parents to understand and support children's care, medical and dietary needs. They work together with parents to support children's early understanding of oral hygiene and the importance of visits to the dentist.

Staff adapt activities well to enable all children to participate in the learning experiences they offer. For example, they take account of the needs of children with allergies, while planning cooking activities related to cultural celebrations. Children feel included and develop a sense of belonging.

Leaders support staff to identify and minimise risks to children's safety and ensure their wellbeing. For instance, they have identified that some areas of the garden are temporarily not suitable for children's use, and they have decided not to use these areas until the issue is resolved. Leaders have not addressed some inconsistencies in handover processes between staff, to fully support continuity in children's experiences.

Leadership and governance: Expected standard

Leaders have improved staff supervision and the processes to monitor staff progress towards their individual goals and objectives. They have provided training for staff to refresh their understanding of safer sleep routines for children. They have improved the setting's procedures for recording and responding to complaints. Leaders have taken action to strengthen supervision of children with allergies and to ensure their wellbeing.

Most staff have worked at the setting for several years and are passionate about their work at the setting. They express positive views about leaders' and managers' support for their wellbeing. Parents express positive views about their children's time at the setting and that their children are happy to come in. Most parents state that they receive regular updates from staff about their children's learning.

Leaders work closely with other agencies to meet the needs of children with special educational needs and/or disabilities and those known to children's social services. They ensure that staff know the children well and plan effectively for children's care and learning. However, information sharing between staff is not fully embedded to enable an effective handover when staff cover other staff's absences. This sometimes leaves staff with lack of clarity regarding staff's temporary roles and responsibilities. At times, staff who work with children are not aware of children's home languages to support and enhance children's learning experiences further.