Bright Horizons Parsons Green Day Nursery and Preschool

Inspection of Bright Horizons Fulham Day Nursery and Preschool 16 Lettice Street, London SW6 4EH

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

p.1

The provision requires improvement

Leaders have made some improvements since the last inspection so that children are safe at this nursery. For example, they have carefully considered and adapted the physical layout of the nursery so that this does not pose any risks to children. However, there are still inconsistencies, which means that children do not yet receive a consistently good quality of care and teaching.

p.2

The provision requires improvement

Children in some rooms understand the routines of the nursery well. For example, babies respond well to well embedded routines for nappy changing, sleep time and mealtimes. This helps babies to feel settled and secure at nursery. However, in other rooms, children do not always have a clear understanding of the routines. For example, children do not always understand when to transition from play to meal times clearly enough. Some children continue playing, despite being asked to tidy up. At these times, transitions can feel slightly confusing for the children.

p.2

The provision requires improvement

Some children develop their independent skills well. For example, pre-school children carefully serve their own food and then carry their trays to tidy them away after they finish eating. However, other children do not yet develop their independence enough. For example, at times staff wipe children's hands for them instead of encouraging them to do this for themselves. Developing independent skills such as these helps children to prepare for the next stage of their learning journey and can build children's self esteem.

p.2

need to do better?

n Leaders understand what children of each age and stage of development should achieve in the curriculum for communication and language development. However, they do not ensure that staff implement this curriculum consistently. Where practice is stronger, staff narrate effectively as children play. For example, staff name vegetables and discuss their smells as children smell them. This supports children to associate their experiences with new language. However, at other times, staff ask children too many questions and speak too fast. This does not allow children time to process their thoughts and formulate language. This means that the progress that children make in their communication and language development is variable. n Some staff use nursery rhymes well to support children's learning, particularly for babies and younger toddlers. However, this is not implemented consistently for all ages and some children do not hear enough stories or songs. This is an

p.2

need to do better?

important way of teaching children new vocabulary and a love of books, and impacts on the progress that children make in their language development. n Staff carefully consider how to support children in their physical development. Children strengthen the muscles in their hands and develop their hand-eye

p.2

need to do better?

3 May 2023 coordination. For example, they squeeze pipettes of water, make marks with paint or pens, knead play dough and dig in the soil to plant seeds. Children develop their agility, flexibility and balance through activities, such as balancing along beams, rolling or kicking balls and jumping along a track. These opportunities help children to make good progress in their physical development. n Some staff do not support children to care for their nursery environment. For example, on occasion, children drop sand or toys on the floor and staff do not ensure this is cleared up in a timely manner. At these times, children do not develop a sense of pride in looking after their nursery environment. n Leaders are passionate about supporting children with special educational needs and/or disabilities. They identify children who may need extra support to access the curriculum early and then work with parents to put strategies in place to

p.2

need to do better?

support these children. Leaders make referrals to specialist professionals where necessary. This means that these children receive the support they need in a timely manner. n Staff support children who speak English as an additional language. They are aware of the home language which children speak at home and use keywords from each child's home language. This helps children to develop their communication skills in English and their home language, as well as building their sense of pride in the languages which they speak. n Leaders ensure that staff receive regular professional development opportunities, such as online training. However, they do not yet successfully identify weaker practice and offer effective targeted support to help staff to improve. This means that the quality of teaching is inconsistent throughout the nursery. n Staff keep parents updated on what their child is doing whilst at nursery through

p.3

need to do better?

effective use of an app and verbal feedback by staff. Leaders provide regular opportunities for parents to share their views with them. This helps to build effective parent partnerships.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Staff have good knowledge of what to do if they have concerns regarding a child's well-being. They attend regular training to ensure their safeguarding knowledge is kept up to date. Important safeguarding information is clearly displayed in the setting for staff to access if necessary. Staff participate in regular quizzes to ensure their safeguarding knowledge is up to date. Leaders have a good understanding of safeguarding procedures and know where to go for further support if necessary. Leaders use effective systems to recruit staff and to ensure their ongoing suitability.

p.3

Due date

ensure that staff deliver the curriculum for communication and language to a consistently high standard 31/05/2023

p.4

Due date

ensure that leaders consistently identify weaker practice and offer effective targeted support to help staff to improve. 31/05/2023

p.4

should:

n support children to develop their independent skills consistently n support children to care for their nursery environment.

p.4

Setting details

Unique reference number EY152041 Local authority Hammersmith & Fulham Inspection number 10275202 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.5

inspection

Total number of places 137 Number of children on roll 38 Name of registered person Bright Horizons Family Solutions Limited

p.5

reference number

Telephone number 020 3906 6549 Date of previous inspection 18 November 2022

p.5

Information about this early years setting

Bright Horizons Fulham Day Nursery and Preschool registered in 2002. It operates in the London Borough of Hammersmith and Fulham. The nursery is open each weekday from 7am until 7pm, for 50 weeks a year. The nursery receives funding for the provision of free early education to children aged two, three and four years. There are 15 members of staff who work with the children. Of these, 13 staff hold relevant qualifications at level 2 or above.

p.5

Information about this inspection

Inspectors Jenny Gordon Anne-Marie Giffts-Walker

p.5

Inspection activities

n The inspectors discussed any continued impact of the COVID-19 pandemic with the provider and have taken that into account in their evaluation of the provider. n The manager and the inspectors completed a learning walk together and discussed the curriculum. n An inspector carried out a joint observation of an activity with the manager. n Children spoke to the inspectors about what they enjoy doing within the setting. n The inspectors observed the interactions between staff and children. n The inspectors had discussions with staff and parents and took account of their views . n The inspectors held discussions with leaders about nursery practices and procedures.

p.6

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.

p.6

Inspection activities

3 May 2023 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7