Bright Horizons West Hampstead Day Nursery and Preschool

What is it like to attend this early years setting?

Children are confident and extremely independent at this well-managed nursery. Staff ensure that children's emotional needs are fully supported from the moment they settle in. They help children to understand and manage their feelings in a safe and nurturing environment. Children learn how to play with their friends appropriately and to be kind and considerate towards each other. Their behaviour is generally good. Children can explain what good behaviour 'looks like' and understand the rules which they must follow.

Staff who work with younger children have very high expectations for what they can achieve. For example, babies move freely around the room, choosing the resources and activities that they are interested in. They are self-assured when interacting with staff and persevere with tasks when they are having difficulties.

Children's language development is very well supported across the nursery. Children thoroughly enjoy listening to stories and looking at books. Staff read stories to children all of the time. They use expression and gestures to bring the books to life. Staff ask children to predict what they think will happen next and which parts of the story they really enjoyed. This helps children to become familiar with story structure and language. All children develop a love of books and reading.

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

• The manager has a clear intent for the curriculum, focusing on children's confidence, independence and emotional security. She expects children to leave the nursery ready to start school. Staff support this by teaching children to do a range of things for themselves. Children set their own places at lunch and serve their own food. They tidy away the toys and equipment when they have finished playing with them and confidently use the toilet themselves, including washing their hands afterwards.
• The curriculum provides many opportunities for children to follow their interests while developing their own learning and skills. Resources are stored so that children can select them easily. Staff provide interesting and varied resources that support all the areas of learning. The outside area is well equipped. Children develop their large-muscle skills by climbing, balancing and running freely in the safe space.
• Staff plan activities to support children's individual learning needs. Staff regularly observe children to identify any gaps in their knowledge and understanding and then provide learning experiences to close the gaps. They plan stimulating activities for younger children that build on what children already know. However, in the pre-school room, some activities are not as engaging and do not build on children's previous learning to the same extent.
• Staff teach children spoken language well. Children make good progress, including children who speak English as an additional language. Staff ensure that they talk slowly and clearly, using simple words and phrases. They use gestures to help children's understanding. For example, babies play with ice in the water tray, reacting when they realise it is very cold. Staff shiver and hug themselves, saying, 'It is freezing.'
• Most staff are very skilled at supporting children's independent play. They observe and intervene when appropriate, developing children's ideas and thinking skills. However, some staff are not as skilful at this. They do not understand how to extend children's play and, as a result, children do not make as much progress as they could.
• The manager understands the importance of training and continuous professional development. She recognises that developing staff's skills is the key to improvement. She ensures that training is purposeful and takes account of individual staff's needs, which she identifies during regular supervision meetings and her observations of teaching practice. Staff's well-being is also a priority. Staff report that they feel valued and well supported by the manager.
• The manager regularly reviews and evaluates the provision. She is able to identify key areas for improvement and puts plans in place to address them. Regular feedback from parents and staff supports her improvement work.
• Parents are very happy to discuss their views and experiences of the nursery. They comment on how well run the nursery is. They particularly appreciate the emotional support which their children receive from their key persons. Regular daily updates about their children's learning experiences help parents to feel confident about the care which their children receive.

What the setting must and should do next

The provider should:

• ensure that activities in the pre-school room are engaging and build on children's previous learning, to secure children's interests and improve the progress which they make
• develop staff's teaching practice and understanding of how to support children's play effectively, ensuring that children consistently extend their knowledge and skills across the nursery.