Bright Horizons Warrington Day Nursery and Preschool

What is it like to attend this early years setting?

Children arrive eagerly and are welcomed by professional, caring staff at this nursery. Staff have created engaging environments that encourage children to develop their curiosity and learning. Babies excitedly shout 'pop' as they attempt to pop the bubbles that staff have blown. Older children squeal with delight as they combine ingredients to create an exploding chemical reaction. Staff introduce new language such as 'erupt' and encourage children to tune into the sound that it is making. Children make good progress in all areas of their development.

Children have developed caring relationships with staff who value their opinions. For example, following a request from the pre-school council members to learn more about people who help us, staff arranged for the police and fire service to visit the nursery. These rich experiences provide opportunities for children to develop an understanding of the wider world around them.

Staff reinforce high expectations of behaviour from children. For example, on occasions when children throw objects indoors, staff calmly model how to throw balls safely outside. Older children are involved in developing the expectations for the room. Even the youngest children demonstrate caring behaviours as they gently put nappies on dolls and place them down to sleep.

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

• Leaders place high importance on supporting children's communication and language development. Staff support children's early speech development well. For example, as children play, they introduce new language such as 'replenish.' As staff interact with children, they encourage them to talk about their own experiences. Staff respond when children select a song using a 'song choice card', by singing the song. Children join in with some of the words and actions. Children are confident communicators.
• Children are provided with activities that allow them to improve their physical skills. They develop their strength using their large muscles as they fill up buckets with water and carry them. They move all of their bodies as they practise using hula hoops. Children use their hand-eye coordination as they scoop soil into plant pot, sprinkle seeds and pour water on top. Children's physical skills are developing well.
• Children are provided with many opportunities to enjoy stories. Older children vote for their favourite story to be read at story time. They excitedly count up the votes and read the book that is 'the winner'. Staff are skilled at bringing stories to life. For example, they dress up as characters from the book as they read stories to children. Following on from children listening to the story of the Three Little Pigs, staff provide a range of creative materials to allow children to re-enact the story as they build their own houses. Children gain a real love of stories which helps to support their literacy development.
• Leaders have reviewed the settling-in process following the impact of the COVID-19 pandemic to ensure that all children have the time needed to support them to settle effectively. These tailored procedures mean staff get to know children well. Staff make accurate assessments of children's development and these assessments help to identify when children may benefit from additional support. Leaders and staff act swiftly and sensitively to ensure that children receive any support they need with their learning in partnership with other agencies. All children, including those with special educational needs and/or disabilities, make good progress from their starting points.
• Parents have the utmost praise for the nursery and the 'professional' and 'caring' staff. Parents value the regular communication they have with staff about their children's learning. They appreciate the home learning packs that are provided to help children continue their progression at home. Parents state that they have seen particular progress with their children's communication and social skills since they have been attending.
• The passionate leaders are committed to professional development, support and training for staff. Staff undertake training to strengthen the quality of education across the setting. These systems contribute positively to staff practice and morale. However, there are some minor inconsistencies in staff practice. For example, routines for the youngest of children are not as well planned, meaning that some children wait for longer than necessary for their meals. Children are not as engaged at these times and can become a little unsettled.

What the setting must and should do next

The provider should:

• refine the organisation of routines so that children, particularly the youngest, fully engage in learning at all times.