Bright Horizons Poppetts Day Nursery and Preschool

Inspection of Bright Horizons Poppetts Day Nursery and Preschool Long Ridings Avenue, Hutton, Essex CM13 1DU

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Overall effectiveness Good

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

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The provision is good

Children are motivated learners who are eager to arrive and explore the wealth of exciting learning opportunities in the nursery and pre-school. Enthusiastic leaders and staff greet children and parents warmly, embracing this as an opportunity to engage with families. They discuss the many upcoming events in the setting and share information about children's routines at home.

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The provision is good

Children across all rooms form close relationships with their attentive key staff. Babies demonstrate particularly close and affectionate attachments to nurturing staff. They delight at sharing jokes and cuddles and are soothed by their presence when tired or in need of support. These warm interactions support children to feel secure and settle well in their learning environment.

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The provision is good

Leaders and staff make good use of the setting's mascot, 'Candyfloss', when supporting children's understanding of appropriate behaviour and how this will keep them and their friends safe. In the toddler room, 'Candyfloss' is on hand to remind children not to throw sand and to use their 'walking feet' indoors. Staff in the pre-school room encourage children to cooperate and take turns in group activities throughout the day. When children struggle with these behaviours, skilled staff are on hand to provide support. They understand how children's behaviours can reflect their emotions and take time to explore these feelings with children.

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need to do better?

n Since the previous inspection, leaders and staff have worked diligently to develop a robust curriculum that is well implemented by staff across all areas of the setting. Babies form close attachments with staff, whose nurturing approach allows them to feel safe and secure in their environment. Older children are encouraged to be independent, completing tasks that prepare them well for their next stage of learning. n Partnerships with parents are strong and respectful. Leaders regularly invite families into the setting to engage in children's learning. Staff use this as an opportunity to discuss children's progress and provide ideas for parents on how to further support children's learning at home. Parents appreciate how staff in each room celebrate their families' unique cultures and customs. They acknowledge how this welcoming environment supports children to settle well and families to feel part of a supportive community.

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need to do better?

n A highly effective key-person system is in place across all areas of the setting. Staff across all rooms demonstrate a deep understanding of children, their individual circumstances and their different learning needs. They confidently discuss how they plan activities and learning opportunities based on children's interests and their precise learning needs. For example, staff in the baby room

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need to do better?

23 April 2025 embrace children's love of exploration by hiding objects in boxes. They support babies' emerging language and physical skills by encouraging them to join in action songs based on these objects. n Mealtimes are sociable occasions that staff adapt well to support the precise needs of children. In the toddler room, attentive staff encourage children to use cutlery safely, serve their own food and clear away afterwards. Pre-school children have perfected these skills. Staff in this area eat their meals alongside children and encourage them to join in conversations and develop appropriate table manners. However, on occasion, some daily routines, such as snack times and handwashing, are not organised sufficiently to provide children with rich learning opportunities throughout. n Children in all rooms develop a deep appreciation of nature and the impact their actions can have on the environment. They explain the purpose of collecting

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need to do better?

their food waste and how the compost will feed the plants they grow. Children have continuous access to exciting outdoor play opportunities that enhance their knowledge and understanding of the world. For example, pre-school children explore the structures of plants and the purpose of their different features while maintaining their extensive garden area. They discuss the different species of birds that live in their nesting boxes and monitor their growth. n Morale is high amongst the team, and staff talk enthusiastically about the additional training they undertake to enhance their skills and knowledge. Staff value the roles of responsibility they are given and comment on how they feel proud of their professional progress and that of the nursery and pre-school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n consider the organisation of daily routines to ensure they consistently provide children with rich learning opportunities that enhance their skills and knowledge.

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Setting details

Unique reference number EY275826 Local authority Essex Inspection number 10357524 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

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inspection

Total number of places 108 Number of children on roll 141 Name of registered person Bright Horizons Family Solutions Limited

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reference number

Telephone number 01277 289123 Date of previous inspection 25 June 2024

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Information about this early years setting

Bright Horizons Poppetts Day Nursery and Preschool registered in 2004. The nursery employs 27 members of childcare staff, of whom 18 hold an appropriate early years qualification at level 2 or above. The nursery opens from Monday to Friday, all year round. Sessions are from 7.45am to 6pm. The provider also offers out-of-school care. The nursery offers the government funded places for all eligible children.

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Inspection activities

n The inspector considered the views of parents by speaking to several during the inspection and reviewing feedback letters. n The inspector looked at relevant documents, including evidence of the suitability of all staff. n The inspector observed the interactions between staff and children during activities. n The inspector observed the quality of teaching to assess the impact on children's learning. n The inspector and leaders completed a joint observation of an activity to assess the quality of teaching. n The inspector held discussions with staff about the monitoring of learning and development in the setting and tracked the progress of several children.

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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

23 April 2025 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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