Bright Horizons Surbiton Day Nursery and Preschool

What is it like to attend this early years setting?

Parents and children are greeted warmly by staff when they first arrive at the nursery. Children form strong bonds with their key person. For example, children who are upset are comforted with cuddles and reassurance. Children settle extremely well, demonstrating that they feel safe and secure.

Children have the opportunity to engage in a variety of age-appropriate activities. Staff have a secure understanding of how to support children's learning. Children develop a positive attitude to learning and are motivated to explore and investigate their learning environment. For example, younger children sing songs and use props to help identify which song they would like to sing next. Toddlers enjoy exploring a sensory water play with food items they have selected from a visit to the local shops. This helps children to become familiar with real life experiences.

Children demonstrate good behaviour and follow the nursery routine well. Staff are positive role models who praise children and encourage their efforts. Staff have high expectations of children and pay good attention to promoting their health and well-being. They actively encourage the children to wash their hands before meals, gently supporting younger children as they learn to do this.

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

• Staff plan a broad and interesting curriculum that reflects what individual children need to learn next. All children make good progress in their development. For example, children enjoy learning about the world around them. They discuss different countries while engaged in a travel agent role play. Children develop their fine motor skills as they carefully cut out pictures and use mark making tools to create their own travel passports.
• Children's language development is supported as they engage in conversation with staff. Staff talk slowly, clearly encouraging younger children to learn new words. However at times, staff are less consistent in allowing the children the time needed to process what they have heard before asking another question. This does not consistently support individual children's language skills.
• The special educational needs coordinator works closely with parents, the local authority and support agencies. Staff and families have clear shared strategies to support each child to make good progress, including those with additional funding and with special educational needs and/or disabilities.
• In the main, the nursery works well in partnership with other settings which some children attend. However, information is not yet consistently gained for children who have transitioned to the nursery. This means that not all children benefit from the opportunity of effective information sharing.
• The key-person system is effective and well established. Staff use information from parents to support children's learning and development. This supports children to have a consistent approach to their learning, both at home and at the setting.
• Children enjoy an exciting range of experiences that support their physical development. For instance, older children navigate skilfully as they peddle bicycles along a track. Younger children are encouraged to use push and pull toys, which helps to promote children's large-muscle development.
• Children develop a love of reading as they actively listen to stories being read to them. Staff read with enthusiasm and ask children questions to engage them. Children enjoy early reading and gain good listening and attention skills.
• Partnership with parents is strong. Parents speak very highly about the support they receive from staff. They feel informed about their child's learning and development through daily conversations. Furthermore, parents use an online platform to share information about the activities the children have engaged in at home.
• Supervision arrangements for staff and the manager are good. Staff take part in regular supervisions and performance reviews. Staff understand their key responsibilities and develop their practice well. For example, staff are supported to undertake training to gain qualifications, to improve the quality of teaching and raise the quality of education to a good level.
• Children behave well. They are beginning to regulate their own behaviour and build strong, friendly relationships with each other.

What the setting must and should do next

The provider should:

• support staff to develop their teaching techniques to maximise opportunities for children's communication and language development
• improve the effectiveness of the partnerships with other providers so that all children benefit from greater consistency of care.