Bright Horizons Sonning Lane Day Nursery and Preschool

Inclusion: Expected standard

Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND) or other barriers to their learning or wellbeing. They know the individual needs and backgrounds of the children securely. They typically use this information well to support children, such as integrating other languages children hear or use at home in daily routines. They celebrate different times of the year which are meaningful to children and their families. Across the nursery, there are generally appropriate resources to help enhance children's awareness of their own and other's similarities and differences.

Leaders and staff understand their responsibilities to work with parents. They gain and share relevant information with professionals involved in supporting children's care and learning needs. This helps to promote a consistent approach to meeting children's needs. Staff with specific roles to support children with SEND or other needs are well qualified and understand their roles effectively. They offer guidance and advice to both parents and children's key persons when needed. Staff complete observations and assessments regularly which help to identify children's needs for any additional support. When children require more support, individual educational plans with targets are put in place. These are shared with parents and reviewed regularly. Leaders and staff typically review children's individual needs when using any additional funding and consider how it will benefit them.

Curriculum and teaching: Expected standard

Leaders and staff securely understand the individual learning needs of children, including those with special educational needs and/or disabilities, or other barriers to their learning. Overall, they take account of children's individual abilities and interests well and use these to build on their learning. Staff know children's next steps in learning and consider what children need to learn to become ready for school, such as independence, social and language skills. They understand what they expect children to learn from the activities they provide. Staff generally provide teaching and interactions which successfully promote children's learning. Sometimes, some staff do not offer timely interactions or present information clearly enough to build on children's learning further. For example, some staff ask questions in quick succession and do not give children enough time to think and respond.

Leaders and staff create an environment which encourages children to independently choose resources and activities. They use a wide range of appealing resources which help to engage children in exploring and experimenting. For example, older children use metal and wooden bowls and spoons to make their own play dough. Staff encourage children to recall the ingredients and how to make dough. Children are encouraged to share resources and use their mathematical knowledge, including recognising numerals when they weigh the flour. Some staff are skilful in extending children's learning during their self-initiated play. For instance, children thoroughly enjoy pretending to travel to the zoo. Staff enhance children's play by helping them to identify animals and the sounds they make and through singing animal songs.

Achievement: Expected standard

All children typically progress well from their starting points and are prepared for the next stage in their learning. Some children make even better progress, such as those with special educational needs and/or disabilities, or other barriers to learning or wellbeing. Children show curiosity and interest in their learning. They develop problem-solving skills, such as when experimenting with construction resources. Preschool children explore changes to flour and water, recognising how to make it wetter or drier. Children play together well. They become confident communicators who happily share their ideas and thoughts. Children develop a secure awareness of mathematics, including counting and identifying shapes.

Children typically learn how to take care of themselves, such as helping to rub in sun cream. They develop a positive sense of wellbeing and gain physical skills securely. For example, children take part in yoga, which supports their social, emotional and physical needs. Older children benefit from optional swimming lessons, which helps to develop their stamina and muscle strength. Babies develop their walking skills well. They delight in holding onto low-level furniture to move themselves around.

Behaviour, attitudes and establishing routines: Expected standard

Leaders recognise the importance of children's attendance, including using government-funded hours. They understand their responsibilities to act on any concerns about children's attendance and have clear procedures to follow.

Leaders and staff have created a safe and welcoming environment where children feel at ease. The key-person approach works well and promotes positive relationships. Children show staff are important to them. They seek cuddles from staff and invite them to join their play. Children play alongside and with each other well. Older children learn to share resources and enjoy listening to stories together. Staff offer plenty of caring praise and encouragement to children and teach them to be kind to others. They are positive role models for children. For instance, they encourage children to use good manners and be respectful. Key staff typically manage and guide children's behaviour well and demonstrate positive approaches. Staff promote children's awareness of keeping themselves safe, such as carrying bags safely to swimming and guide children in using resources appropriately. Staff manage daily routines well and children cooperate with these. For instance, staff ensure lunchtime is a calm time where children eat at their own pace.

Staff offer exciting resources and activities. These help to engage children in exploring and investigating during their play and learning. For example, babies and toddlers explore different sensory resources and materials, such as paint, gloop, sand and water. Older children play with sensory materials imaginatively and sustain their interest very well, such as making volcanos from sand.

Children's welfare and wellbeing: Expected standard

Leaders recognise the importance of promoting children's welfare and wellbeing. They offer effective settling-in arrangements which help key staff meet children's needs securely. For example, babies follow their own sleep and feeding routines, offering them a familiar pattern to their day. Leaders and staff ensure children have choices about their day. For instance, older children decide whether they would like to eat their lunch earlier or later.

Overall, staff provide a sensitive approach to supporting children's care needs. For example, they respectfully ask babies if they can clean their faces before undertaking this task. Staff recognise the importance of ensuring privacy for children during care routines. They are in tune with children's emotional needs. They offer cuddles and gentle care to help reassure and settle children. Key staff recognise older children's needs to have time and space to work through their emotions. They remain close by for when children are ready to talk about their feelings.

Staff promote suitable hygiene routines. Children and staff wash their hands at appropriate times, such as before mealtimes. Staff support toddlers to begin to recognise when they need to use a tissue and older children use tissues independently. Leaders ensure children's health and wellbeing is promoted well. For example, children receive nutritious meals and snacks, including fruit and vegetables across the day. Staff typically provide appropriate messages to children about the importance of healthy lifestyles. Children spend plenty of time outside in the fresh air and engage in physical activities indoors and outdoors. This helps to promote their physical health and wellbeing.

Leadership and governance: Expected standard

Leaders have high expectations of themselves and staff. They spend time observing staff and typically recognise where staff's practice needs more support. Leaders provide prompt guidance to staff to help enhance their practice. They identify future improvements, including extending children's play and learning experiences with the development of a forest area.

Leaders are working to recruit permanent employed staff. They currently use agency staff and when possible ensure consistency of these staff working with children. Agency staff receive an induction, which covers safeguarding, managing behaviour and the nursery's nurture approach. Leaders have not fully considered ways to build on agency staff's knowledge and skills, including their engagement and interactions with children. Employed staff speak positively about their work. They identify their workloads are manageable and that there is support for their wellbeing. Leaders regularly meet with staff individually to review their work and training needs. Staff have regular opportunities to complete professional development and training to build on their skills and knowledge. They identify their learning from training, such as confidence in following safeguarding procedures.

Leaders and staff form effective partnerships with parents. They provide regular updates to parents and provide information to support children's learning and development at home. Parents praise the support and guidance they receive from staff and leaders. They comment that they are well-informed about their child's day. Parents say that their children are happy attending the nursery and make consistent progress.