Bright Horizons Pentland Day Nursery and Preschool

Inspection of Bright Horizons Pentland Day Nursery and Preschool Pentlands, 224 Squires Lane, LONDON N3 2QT

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are happy, confident and settled at the nursery. Staff get to know children exceedingly well. The interim manager and her team have high ambition for all children and they organise a curriculum that is exciting and follows children's needs and interests well. Overall, the quality of teaching is good. However, at times, staff do not provide enough challenge and extend children's thinking skills as well as they could, especially during group sessions.

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The provision is good

Senior managers focus extremely well on staff well-being. They have excellent strategies in place to observe, monitor and support staff. Staff have access to an admirable range of training opportunities to build on the quality of their practice. The interim manager knows her staff very well. They are a happy, friendly and welcoming team. Parents speak highly of the nursery. They value the independence their children gain at the nursery.

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The provision is good

All children behave very well. They listen to what staff are telling them and follow instructions. They know the daily routines of the setting and demonstrate that they feel a sense of belonging. Staff are highly focused on building children's independence, to ensure they have an excellent range of skills that support them well at school. For example, older children help with the lunchtime routine. They take pride in carrying out tasks for themselves. Children are excellent communicators. They are keen to share their ideas and use their imaginations well.

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need to do better?

n Staff continually evaluate how children use the lovely, exciting and inspiring spaces, inside and outdoors, to support their ongoing engagement in learning. They plan and provide a varied range of activities and resources that are rooted in children's interests. Children's imaginations are fostered well. They have lots of opportunities to explore their own ideas and initiate their own play. However, on occasions, staff do not effectively challenge the children to help them make even greater progress in their learning. n Group times are well prepared and thoughtful. However, staff do not adapt their style of teaching swiftly enough to reflect the individual learning needs of all children. n Children enjoy each other's company and are well behaved. Older children share, take turns and play cooperatively together. For example, when playing a computer game, they talk about what their next move will be. Staff are good

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need to do better?

role models and demonstrate respect and kindness to each other and the children. This supports children to feel valued and builds on their confidence and self-esteem well. n The partnership with parents is effective. There is very good communication

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need to do better?

21 November 2019 between staff and parents, and effective two-way communication about children's development at home and in the setting. Parents acknowledge that staff prepare children well for the move to school. n Children have plenty of fun playing in the well-equipped garden. They enjoy taking part in games such as hide and seek. They are excited to run around with staff, looking for their friends. n The nursery has an extensive programme about helping children to lead a healthy lifestyle. It has visits from 'people who help us', such as doctors, dentists and opticians. It has recently had visits from a local chef, and children have been learning to make healthy food, such as flapjacks. n Leadership is strong. Senior managers provide the interim manager with excellent support. They observe within the nursery, provide feedback and work alongside her to evaluate the quality of the nursery. They have ambitious plans

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need to do better?

for the future of the nursery. For example, the interim manager would like to establish a children's committee to gather their views about the nursery. n Staff place a firm focus on helping children make good progress in communication and language development. For instance, staff working with babies name objects in the 'treasure basket'. They sing songs. Toddlers use instruments to beat out the rhythm and babies move their bodies, demonstrating their enjoyment. n Children's early literacy skills are well supported. There are a wealth of opportunities for them to practise their mark-making and writing skills. Older children are learning about letters that are significant for them. For example, staff encourage children to write their names on pictures they have drawn. n Staff provide an inclusive environment where the uniqueness of each child is celebrated and opportunities for learning about the wider world are abundant.

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need to do better?

For example, well-thought-out resources enable children to learn about languages other children speak at home. Children show they are learning respect for others extremely well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know the signs that may indicate a child is at risk of abuse, neglect or being drawn into extreme behaviours or ideas. They talk confidently about child protection procedures and are aware of the steps to take if they have a concern about a child in their care. Staff refresh their knowledge at staff meetings, undertake regular training and have robust systems to follow should they have a concern. The interim manager clearly understands her responsibility as the designated safeguarding lead. Robust systems for the recruitment and induction of staff are in place, including ensuring their ongoing suitability.

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should:

21 November 2019 n make the most of opportunities to challenge children even further to make even greater progress in their learning n ensure the planning, set up and organisation of group activities support all children's engagement so they learn well from the outset.

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Setting details

Unique reference number EY280175 Local authority Barnet Inspection number 10128414 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 to 4 Total number of places 35 Number of children on roll 44 Name of registered person Bright Horizons Family Solutions Limited

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reference number

Telephone number 0208 970 2441 Date of previous inspection 10 April 2013

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Information about this early years setting

Bright Horizons Pentland Day Nursery and Preschool opened in 1998. The nursery is situated in Finchley, in the London Borough of Barnet. It is open each weekday from 8am until 6pm all year round. There are 16 members of staff working with the children, nine of whom hold an early years qualification at level 3 or above.

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Inspection activities

n The interim manager and the inspector completed a learning walk and discussed how the early years provision is organised. n The inspector held discussions with staff and spoke with children at appropriate times during the inspection. n Together with the interim manager, the inspector completed two joint evaluations of activities within the nursery. n The inspector held a meeting with the senior management team and the interim manager. She looked at relevant documents, including evidence of the suitability of staff working in the provision. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

21 November 2019 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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