Bright Horizons Springfields Day Nursery and Preschool

Inclusion: Expected standard

Leaders demonstrate a positive approach to inclusion. They are committed to helping staff in developing their skills and knowledge of how best to support children with special educational needs and/or disabilities (SEND), children known or previously known to social care or those with other barriers to their learning. Those with responsibility for coordinating support for children with SEND have clear oversight of the provision. They work closely with parents and carers to meet the individual needs of children. This includes having ongoing discussions and involving parents in identifying barriers to learning and setting appropriate targets. Leaders engage key people and families in planning the use of additional funding to support children's development, taking into account their learning styles and interests.

Staff recognise that young children who experience changes face barriers to their learning as they need to adjust to a new environment and new carer. Their effective management of these changes helps children experience consistent care that prioritises their needs. Parents report feeling supported and included in implementing strategies to help children become more regulated and settled.

Leaders and staff work with external professionals and agencies to extend their understanding of children's physical and sensory needs. This helps ensure that targets are appropriate and purposeful in supporting children's progress, in line with their age and stage of development.

Curriculum and teaching: Needs attention

While leaders have designed a thoughtfully structured curriculum that offers engaging experiences accessible to all children, including those with special educational needs and/or disabilities, children known or previously known to social care and those with barriers to their learning, there are some significant inconsistencies and weaknesses in teaching. These include the lack of clearly defined learning intentions, which limits children's learning. Overall, staff present age-appropriate experiences for children that reflect all areas of learning. They weave in some mathematical concepts as they support children to sort and count objects. Children can recognise different shapes and colours through their play. However, staff interactions do not consistently extend children's learning and build on what they already know and can do. On occasions, children spend prolonged periods of time with little or no interaction from staff. During these times, children become bored or disengaged.

Children develop an early love of books, stories and song. Staff provide some opportunities for children to engage with language-rich experiences. Babies and younger children enjoy sharing books with staff, turning pages and pointing to familiar objects while snuggling closely for comfort and connection. Throughout the setting, children join in action rhymes and dancing games, confidently choosing friends to join in. These experiences support children's early communication skills and help them develop rhythm, rhyme and social confidence.

Achievement: Needs attention

Children's achievement is variable because teaching is inconsistent. As a result, some children are not effectively supported to practise, refine and embed new skills and knowledge. In addition, during times when adult interactions are limited, children are not fully supported in extending their thoughts and ideas through appropriate discussion and challenge.

Despite these weaknesses, children generally enjoy play. Pre-school-age children are curious and articulate. They show interest and demonstrate enthusiasm in listening to music when staff introduce a record player and vinyl. Younger children show interest and fascination as they engage in sensory play, exploring water and frogs while staff accompany their play with familiar rhymes.

Behaviour, attitudes and establishing routines: Expected standard

Leaders and staff work in partnership with families to ensure that they develop good habits regarding attendance and punctuality. They have conversations with parents and carers about patterns of attendance to ensure that children benefit from all experiences across the day. Children typically respond positively to staff and their peers. Staff model respectful interactions and use gentle, age-appropriate interventions to ensure children understand the expectations placed on them. For example, they model how to take turns and share the resources on offer. This helps even the youngest children to engage in cooperative play, such as holding a doll with friends as they sing and dance.

Routines are inclusive and flexible. This approach ensures that children with special educational needs and/or disabilities, those known or previously known to social care and those with other barriers to learning are equally involved in learning opportunities. Older children demonstrate confidence in building relationships and collaborating with others. They make choices during play and engage well with peers who share similar interests. For example, children are keen to look at X-rays when they talk about broken bones in their role-play hospital.

Firmly embedded routines support younger children to understand what is happening now and next. Babies respond positively to visual cues and move to the low-level sink to wash their hands when they see lunch being delivered to the room. Older children are supported to build their independence through opportunities to serve food and pour drinks. Staff praise children's efforts and achievements, which helps to build confidence and self-awareness. Overall, practising these important life skills helps children become prepared for the next stage of their learning.

Children's welfare and wellbeing: Expected standard

Leaders and staff prioritise all children's welfare and wellbeing. They consistently work with external professionals to promote the health and wellbeing of children with special educational needs and/or disabilities, those known or previously known to social care and those with other barriers to their learning. Staff explain how they promote healthy lifestyles with children in different ways. For example, they have recently completed a self-care week. During this time, staff taught children about concepts of germs and the benefits of effective handwashing. They also share a selection of books that encourage healthy eating. In addition, various visitors, such as those with medical jobs, attend the nursery to discuss their roles with the children. Children's emotional wellbeing is promoted as staff explore the language of feelings using age-appropriate books and stories. Children are also provided with experiences to practise meditation, which supports their ability to become regulated and recognise different emotions.

Children benefit from a healthy and nutritionally balanced menu in the setting. Staff talk with children at mealtimes about the benefits of different foods with regard to a healthy lifestyle. Leaders work closely with parents and carers to promote oral health, and this is extended through learning opportunities for children in the setting.

Leadership and governance: Needs attention

There are some significant weaknesses across curriculum and teaching that limit children's learning, and impact on their engagement. Leaders are reflective and demonstrate an understanding of the nursery's strengths and areas for development. They evaluate the provision effectively and identify that driving secure safeguarding knowledge and understanding has impacted on the quality of curriculum and teaching.

Staff report positively on their wellbeing and share that they feel included and valued. Supervision sessions facilitated by considerate leaders contribute to staff members identifying their need for professional development. Leaders support staff in identifying their strengths and building on areas for development through varied opportunities for further learning.

Leaders build and sustain professional working relationships with external agencies. They provide opportunities for staff to discuss children with other professionals, which helps to ensure a cohesive approach to supporting children with special educational needs and/or disabilities, those known or previously known to social care and those with barriers to their learning. Leaders use additional funding effectively to prioritise the needs of individual children.