Bright Horizons Reigate Holmesdale Road Day Nursery and Preschool

Inclusion: Expected standard

Leaders and staff observe and assess children's progress regularly. This enables them to get to know children well and plan for their continued learning. Staff use their secure knowledge of children to promptly identify any concerns about their development. They take swift action to ensure that appropriate support is put in place. For example, they seek advice from the special educational needs and/or disabilities coordinators, speak to parents and carers and make appropriate referrals.

Leaders and staff work in partnership with those involved in children's care so that relevant information is shared with those who need to know. This includes obtaining support plans designed by specialists working with children. Staff typically ensure that agreed strategies are implemented to close gaps in children's development. For example, they organise activities suggested by other agencies and teams to precisely target gaps in children's development. This provides children with consistent support to enable them to progress well. Overall, children benefit from this support that is put into place. For example, children who struggle to regulate their behaviour show an increasing ability to manage their feelings when they face difficulties.

Curriculum and teaching: Expected standard

Leaders have high expectations for all children to achieve well in their development. Overall, they have effective oversight of the quality of the curriculum and teaching so that children receive appropriate support to enable them to continue to progress. For instance, leaders observe practice, which enables them to identify strengths and areas for development. Leaders are currently implementing strategies to strengthen teaching opportunities when children use the outdoor areas. This is to enable children to continue to benefit from high-quality learning opportunities at these times.

Leaders effectively support staff to build on what children know and can do so that they develop age-appropriate knowledge and skills over time. For example, staff plan a planting activity. They use questioning well to encourage children to recall previous and new learning. Children confidently share what they have learned, which helps staff to assess children's progress.

Overall, staff follow children's interests as they engage in their chosen activities. For instance, as toddlers spend time moving water into the sand tray, staff encourage them to look at how the sand changes. However, on occasion, staff do not consistently check in with children who do not appear to be engaged in learning. This does not fully enable staff to ensure that all children are benefitting from the wide variety of learning opportunities that are available to them.

Achievement: Expected standard

All children, including those who face barriers to learning, progress well from their starting points. For instance, children continue discussions following on from activities they took part in earlier in the day. They confidently talk about the pictures they drew and explain that potatoes have eyes. This shows that children are able to embed new knowledge that staff have taught them. However, on occasion, some children's experiences are not consistently developed to help them deepen their knowledge even further, which does not fully support them to broaden their knowledge.

Children generally settle quickly and show an increasing ability to separate from their main carers and key persons. They explore their surroundings with fascination. For example, babies spend time playing with see-through fabric and attempt to fit them into the slots in the furniture around them. All children learn to develop age- and stage-appropriate independence skills. For example, younger children carry their belongings when they are due a nappy change, and older children get their place cards before they sit down to eat.

Behaviour, attitudes and establishing routines: Expected standard

Overall, staff support children's behaviour well. For example, they remind them of the safety rules when using the gardening equipment. Children listen and respond appropriately. Staff praise children for their positive listening, which builds on their understanding of how they are expected to behave. Children also learn to wait patiently for their turn to cut up their banana for snack. When staff notice children need support to regulate their feelings, staff are prompt to step in to help them to modify their behaviour. However, at times, staff are not aware of when children need support to engage in their learning. At these times, children soon lose interest in their chosen activities, which sometimes results in them showing unwanted behaviour. This goes unnoticed by staff, which does not fully provide children with consistent messages about how they are expected to behave.

Children generally show a positive attitude to learning. For example, they enjoy opportunities to work together with their friends to achieve a common goal, such as planting herbs. Staff also encourage children to join in with the daily routines, such as cleaning the tables and tidying up before they have their lunch. Children are familiar with the well-established routines, and staff support them to complete tasks for themselves. For example, toddlers begin to wash their hands independently at appropriate times, such as before they eat. Older children serve their own food and scrape their leftovers into the food bin. This helps children to develop essential life skills. However, sometimes, staff do not consistently organise the daily routines well. For example, at times, staff set up activities but quickly tidy them away in order to set up for lunch. This results in children's learning being interrupted soon after they focus their attention on this new activity.

Children's welfare and wellbeing: Expected standard

Children show that they have developed secure bonds with staff. For example, babies reach out for cuddles when they need reassurance, and older children engage confidently with staff. This supports children to feel safe so that they can explore their surroundings.

Staff support children to learn about healthy eating. For instance, they build on a planting activity talk about which foods are good for them, and which foods they can sometimes have. Children show their knowledge of what has been previously learned. For example, they talk about vegetables being good for them and sometimes having foods like sweets. This helps children to develop a secure understanding of how to keep themselves healthy.

Children receive support to learn how to keep themselves safe. For instance, staff support children to cut up their fruit safely for snack time. They talk to children about the importance of cutting their food a certain way so that it is safer for them to eat. This helps children to develop an awareness of how to manage risks.

Overall, staff are attentive and recognise when children need support with their personal needs. For instance, they ensure that children wash their hands at appropriate times. However, on occasion, staff do not notice that some children have dirty noses. This does not fully support children to look after their own bodies.

Leadership and governance: Expected standard

Leaders have notified Ofsted of a breach of requirements. We are satisfied with the action that the provider has taken in relation to this, and no further action is required by Ofsted at this time.

Overall, leaders have effective oversight of the nursery. They have identified strengths, such as positive parent partnerships, and areas for development, such as improving the provision in the garden. They are supporting staff to undertake additional training in order to strengthen the quality of teaching in the outdoor area. This helps to secure better outcomes for children.

Leaders have made improvements since the last inspection. This includes strengthening children's understanding of how to keep themselves safe. Leaders have ensured that teaching is sequenced effectively to support children to embed the new knowledge and skills they have learned.

Staff report that they enjoy working at the setting and are well supported by leaders. They are kept informed of any relevant news and updates, which helps them to have a secure understanding of their roles and responsibilities.