Bright Horizons Teddies Woking Day Nursery And Preschool

Inclusion: Expected standard

There are high expectations for all children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to learning and/or wellbeing. Leaders and staff typically use assessment effectively to swiftly identify any emerging needs. They make timely referrals and work closely in partnership with parents and other professionals, such as speech and language therapists. Leaders and staff ensure that they routinely implement strategies provided by other professionals so that children receive consistent high levels of intervention. They regularly review and evaluate these strategies to ensure they continue to meet each child's needs. This has a positive impact on the progress that children make.

Leaders and staff are aware of how to meet children's needs, particularly children with SEND. They make appropriate adaptations for children as needed and use any additional funding children are entitled to, to further develop their learning and development. For example, leaders purchase specific resources and staff provide one-to-one support as needed.

Leaders and staff are mindful that some of the families speak English as an additional language. They have started to take action to enhance what they already provide for these children and families by increasing their knowledge of the languages spoken in the home environment, to extend children's learning and development.

Curriculum and teaching: Expected standard

Staff plan a range of activities that they know children will enjoy and use these to extend children's learning. For example, older children are provided with a wide range of resources that they excitedly engage with, showing curiosity and a sense of intrigue as they play. Staff who work with babies focus on helping them to build solid foundations for the future, helping them to develop physical skills and confidence. For instance, babies show delight as they independently use low-level furniture to help them move around. Staff are always close by and offer praise and reassurance.

Leaders consider the context of their setting and have designed a clear curriculum. They have an accurate understanding of the quality of teaching and how the curriculum is implemented. Teaching and support for children with special educational needs and/or disabilities is effective, with staff focusing on precisely what will help those children to make progress. However, other children's next steps in learning are not always focused precisely enough to help them make rapid progress. Leaders have an appropriate plan to monitor staff practice more closely to ensure that high-quality effective teaching is seen consistently across the setting.

Staff encourage children's speech through reading familiar stories and singing familiar songs. Babies show enjoyment as they join in with the actions for familiar songs, and children enjoy using puppets to tell stories. Staff talk to children as they play alongside them, expanding children's vocabulary and giving them time to think and respond to questions asked.

Achievement: Expected standard

Children are eager to learn and display high levels of attention and concentration. Overall, children make typical developmental progress from their starting points and are well prepared for the next stage of their learning, including their transition to school. For example, children begin to use the toilet and develop self-care and social skills. On occasion, some children's next steps in learning are not precisely focused enough to support consistent, rapid development.

Children are confident communicators and increasingly express themselves verbally, clearly communicating their needs and wishes to staff. They manage age-appropriate tasks independently, including attending to their personal care needs. Children show that they understand the need to share and wait their turn. They problem-solve together effectively and invite their friends into their play. For example, they discuss what they need as they build towers and fill and empty containers with water. Children use mathematical language well as they talk about quantity, size and number. They show pride in their achievements and are confident to take on new challenges.

Behaviour, attitudes and establishing routines: Expected standard

Children show they feel safe and happy as they arrive enthusiastically and are excited to enter the setting. They are welcomed by the caring and attentive staff, who know the children well. Leaders and staff take time to talk to parents as they drop off and collect their children. They encourage families to bring children regularly, and they attend well.

Leaders and staff are aware of barriers to children's learning and their changing circumstances. They create an inviting learning environment where children are busily engaged in their play, both inside and outside. Children are keen to join in with activities and demonstrate a positive attitude to learning. Staff consistently adapt routines to meet children's needs, such as providing babies with opportunities to have earlier rest and sleep as needed. Children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing have the support they need to achieve and learn alongside their peers.

Children behave well throughout the setting. They are encouraged to be kind to each other, and staff help them to resolve minor conflicts, such as sharing resources. They develop positive relationships with their friends and benefit from the staff's consistent approach to supporting their behaviour. Staff give children consistent praise throughout the day, giving children a sense of pride and achievement. Typically, children have positive levels of self-confidence and self-esteem.

Children's welfare and wellbeing: Expected standard

Leaders and staff promote children's health and wellbeing from before they start at the setting. Staff gather detailed information from parents, and children benefit from flexible settling-in visits that meet their individual needs. Babies and children develop warm attachments with staff. They are supported by nurturing staff to gain the skills they need to become independent and develop their self-help skills, such as learning to wipe their nose, wash their hands and use the toilet. Children have access to water throughout the day and help each other when pouring water into their cup. Staff have a clear understanding of safe sleep practices and provide babies and children with calm, safe sleep spaces throughout the day.

Babies and children are happy and confident as they explore their surroundings and develop their own characters. Staff demonstrate that they have a good understanding of the children's likes and dislikes. However, on occasion, when children are transitioning to a new room, staff do not always provide them with consistent support to ensure they feel settled and secure. This does not consistently support children to have a sense of belonging.

Mealtimes are sociable and enjoyable for children. Children eat healthy, freshly cooked meals and learn about healthy habits for the future. Staff talk to them about the importance of eating vegetables and extend these conversations, discussing the fruit and vegetables that they have planted in the garden.

Leadership and governance: Expected standard

Leaders have an accurate understanding of the setting's strengths and priorities for improvement. They ensure staff receive appropriate support for their wellbeing and to further their professional development. For example, some staff have completed training to support children's learning outside, especially in the forest. This has had a positive impact on the planning of activities to support children in this area. Leaders have an appropriate action plan, but further precision is required to target the areas for development. They recognise that further training opportunities will support staff with techniques and strategies to enhance their teaching style and practice, so that children receive a consistently high-quality education.

Leaders demonstrate a thorough understanding of the local area and the children and families who use the setting. They work effectively with parents and other agencies to ensure that children receive the support they need as quickly as possible. This includes children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. Additional funding is used appropriately to ensure that children who experience disadvantage have the best opportunities and resources to support their needs.