Bright Horizons Solihull Day Nursery And Preschool

What is it like to attend this early years setting?

Children happily enter this bright and inviting nursery. Warm and friendly staff greet them as they begin their day. Staff are attentive to the hot weather. They ensure that the youngest children access the outdoors during the coolest parts of the day. Staff apply sun cream and make sure children are suitably dressed before they go outside. Older children enjoy dance sessions, and staff encourage them to shake musical instruments. Staff prompt regular drink breaks so that children stay well hydrated.

Staff working with babies and the youngest children provide a loving and nurturing environment. They are calm in their approach to any unsettled children. Staff take their time to offer lots of cuddles and reassurance. As a result, these children are building bonds with their key person, and close relationships are clearly evident. This supports children to separate easily from their carers and feel safe and secure in the nursery.

Staff provide children with a wide range of activities and resources that consistently motivate them to play and learn. They identify any early gaps in children's knowledge and regularly share progress updates with parents. Consequently, all children, including those with special educational needs and/or disabilities (SEND), make good progress in their learning from their various starting points.

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

• Leaders develop a rich and varied curriculum that builds on what children already know and can do. The deputy manager understands what she wants children to learn during their time in nursery. She also has a clear vision for improvements and supports staff to develop action plans for their rooms. This helps staff to evaluate their practice but also makes them feel valued and have their opinions heard. As a result, there is a cohesive staff team that is happy and works well together.
• Staff gather valuable information from parents when children start. This supports staff to set accurate starting points and next steps in children's learning. Staff use regular observations and assessments to track children's progress. They use this knowledge to focus activities on children's interests and what they need to learn next. As a result, children show a positive attitude to learning and are keen to know more. However, at times, some quieter children receive less support and interaction from staff. This means these children occasionally miss opportunities to extend their knowledge.
• Staff provide effective support for children's communication and language. They make good use of songs and stories. They introduce counting as they sing songs together. This helps to broaden children's vocabulary and use of number. Staff challenge children with open-ended questions and role model play. However, sometimes, staff do not recognise when children are becoming restless, and the activity needs to change or adapt. As a result, some children lose focus and distract each other from listening.
• Staff have high expectations for all children, including those with SEND. They teach children to be kind and consider their friends' feelings. They praise good behaviour and calmly explain the impact any unwanted behaviour may have. Consequently, children gain a secure understanding of how to behave well.
• Parents speak very highly about the staff and the support they receive. They comment positively about the progress their children make and attribute this to the nursery provision. Staff share information in a variety of ways. Daily sharing of information via an online app keeps parents informed of their child's experiences and progress. Parents are invited to the nursery to celebrate events, and staff provide ideas for ways to continue learning at home. This supports parents to build on children's knowledge.
• Mealtimes are sociable. Staff teach children about the awareness of allergies. The use of allergy cards means staff and children are aware of those at risk. Children are learning independence as they pour their own water from a jug and begin to feed themselves. The youngest children show proficient use of a spoon when eating cereal at breakfast time. Staff praise their efforts and prompt the use of please and thank you. Consequently, children are learning good table manners and are being well prepared for their next stage in education.

What the setting must and should do next

The provider should:

• help staff to recognise quieter children so that these children receive effective support that enhances their learning.
• enhance staff practice so they know when to adapt their teaching to keep children engaged and focused on learning.