Bright Horizons Southampton Day Nursery and Preschool

Inclusion: Urgent improvement

Leaders and staff do not ensure that children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning receive constantly effective support. Agreed strategies are not always implemented by staff, and some do not understand children's individual needs well enough. For example, staff do not recognise when children need support to regulate their emotions and behaviour. At times, children become upset and their behaviour escalates to communicate their needs. Consequently, children with SEND do not receive the targeted support they need in order to make progress, and their behaviour can disrupt other children's play and affect their safety and wellbeing.

Leaders' oversight of the SEND provision is ineffective. They do not ensure that individual education plans are routinely implemented, monitored or reviewed. For example, behaviour-monitoring records are not completed, and staff are unclear about the purpose of these. Therefore, leaders cannot assure themselves that interventions are having the intended impact or that children are making progress. Furthermore, leaders have not used additional funding effectively to meet children's individual needs. These weaknesses are not identified and addressed quickly enough. As a result, children with SEND do not consistently receive the timely, coordinated and effective support they need.

Curriculum and teaching: Needs attention

Leaders have established a broad curriculum that reflects what they want children to learn. However, this is not yet consistently embedded in practice, which has been acknowledged by leaders. Some staff are unsure how to build on what children already know and can do. At times, experiences and activities lack excitement and do not capture children's interests sufficiently to sustain their attention. Consequently, some children, especially those with special educational needs and/or disabilities, wander between activities rather than becoming deeply involved in their learning. As a result, the quality of teaching is variable, and children do not benefit from ambitious and inclusive learning.

When teaching is more effective, staff engage children in purposeful conversations that build their communication and language skills. For example, children talk enthusiastically about what they may see through a telescope, naming the sky, stars and moon. Staff also introduce mathematical concepts through play, such as by encouraging children to consider whether items are 'long' or 'short'. However, the quality of interactions is inconsistent, and learning is not always matched to what children already know. This means that children do not always make the progress they are capable of.

Achievement: Needs attention

Children's achievement varies across the nursery because experiences do not consistently capture their attention or sustain their engagement. While some children become absorbed in purposeful experiences and build new skills, others lose interest quickly or wander between activities. Consequently, some children, including those who face barriers to their learning, do not make the progress they are capable of.

Children demonstrate a range of emerging skills as they explore and play. For example, younger children make connections with what they see, and use developing language to communicate their ideas, such as by describing a prickly ball as a 'pufferfish'. Older children show emerging creativity as they squeeze, pinch and make shapes with play dough. These experiences enable children to develop their fine motor skills, communication and creative imagination through purposeful play.

Behaviour, attitudes and establishing routines: Needs attention

Leaders and staff do not consistently establish routines that help children to understand expectations and manage their behaviour. Transitions can become disorganised, and some children, especially those with special educational needs and/or disabilities, struggle to regulate their emotions when routines lack structure. At times, children become distressed and throw resources. Staff responses are often reactive and do not help children to understand appropriate boundaries. Although most children behave well, these inconsistencies can contribute to a busy environment and do not support all children to develop a positive attitude to learning.

Generally, children benefit from positive relationships with staff, who typically support them to share and take turns. Staff offer praise and give encouragement when children show kindness towards each other. However, expectations are not consistently reinforced. For example, staff remind children to use 'kind hands', but do not always explain why their actions may affect others or help them understand what is expected instead. Leaders recognise the importance of regular attendance and follow up on children's absences, helping to promote continuity in children's learning and overall wellbeing.

Children's welfare and wellbeing: Urgent improvement

There are significant weaknesses in how staff promote children's welfare and wellbeing. Staff deployment and supervision are not consistently effective. At times, children are out of staff's sight, placing them at risk of injury. Staff do not always recognise when supervision is compromised or use available communication systems to request additional support. Furthermore, children are able to access and use resources that require close supervision, without staff recognising the potential risk. As a result, emerging risks are not always identified or responded to promptly to keep children safe.

Staff do not consistently follow appropriate hygiene practices. For example, children use wipes to clean mud off their shoes, before using the same wipe to clean their faces. This increases the risk of cross-contamination and does not promote appropriate hygiene practices. Consequently, children are not consistently supported to develop healthy habits or understand how to keep themselves safe and well.

Leaders do not ensure that the key-person system works effectively for all children. Some staff are unclear about their responsibilities due to recent staffing changes. They do not have a sufficient understanding of children's individual needs. This is particularly significant for children who require additional support to regulate their emotions. As a result, children do not always benefit from consistent relationships with staff who know them well, limiting the reassurance and support they receive for their wellbeing.

Leadership and governance: Needs attention

Leaders have not ensured effective oversight of the nursery. Weaknesses in staff deployment, supervision and the organisation of routines mean that children are not always adequately supported. Staff are not consistently clear about their roles and responsibilities, including how to respond when children require additional support. Leaders have not ensured that agreed strategies for children with special educational needs and/or disabilities are understood and implemented. This means that not all children receive safe, responsive and effective care.

Despite this, regional leaders recognise the weaknesses within the nursery and have plans in place to drive improvement. They are providing increased oversight and support to the leadership team, identifying priorities for staff development. However, these actions are in their early stages and have not yet resulted in improved practice. This means that children are not receiving a consistently effective quality of care and education.

Leaders and staff promote partnerships with parents through regular communication about children's care, learning and development. Staff generally feel well supported by leaders. However, some staff lack confidence when supporting children with more complex needs. This means that some children do not consistently receive the support they need in order to participate fully and make the best possible progress in their learning and development.