Bright Horizons Haslemere Day

Nursery and Preschool

Unique reference number (URN): EY286439 Address: 7 College Hill, Haslemere, Surrey, GU27 2JH Type: Childcare on non-domestic premises Registered with Ofsted: 12/05/2004 Registers: EYR Registered person: Bright Horizons Family Solutions Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a safe and positive environment with high expectations for children's behaviour. Staff establish warm and genuine relationships with children. This helps children to feel valued and like they belong. Staff support children as they take appropriate risks. They help children to make safe choices; for instance, they encourage children to think about what can happen if they run indoors. Staff offer gentle guidance and advice as younger children use the steps outside. Children begin to recognise that the rules and boundaries in place help to keep them safe.

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Behaviour, attitudes and establishing routines Expected standard

The clear and consistent messages children receive help them to understand what is expected of them. Staff role model positive behaviours well. They help children to understand the rules and boundaries in accordance with their developmental stage and age. For example, the secure relationships established help the youngest children feel safe, which supports their emotional security. Staff support the older children effectively to make positive choices and recognise the feelings of others. They encourage children to be kind to one another and heavily praise thoughtful gestures, such as children sharing their resources and taking turns. This gives children a sense of pride and supports their wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders help parents to recognise the benefits of good attendance and punctuality. Through robust routines, children build resilience, learn positive behaviours and develop their self- confidence.

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Children's welfare and wellbeing Expected standard

Children quickly develop strong attachments with their key person. The welcoming, safe and nurturing environment that leaders and staff have created has a positive impact on children's wellbeing. Staff work in partnership with parents and carers to follow routines as closely as possible from home, such as for sleeping, weaning and bottles. These familiar routines help children to feel secure.

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Children's welfare and wellbeing Expected standard

Staff encourage children, including those that face barriers to their learning, to become independent as they transition through the rooms. For instance, younger children develop good hand-eye coordination as they learn to feed themselves and drink from open cups.

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Needs attention

Staff support older children to use the toilet independently, pour their own drinks and self- serve their meals. Children gain the confidence and skills to do things for themselves.

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Needs attention

Staff support children well to develop solid hygiene routines, such as washing their hands regularly, wiping their noses and covering their mouths when coughing. They help children to understand how they can take care of their bodies. For example, staff encourage children to rest after physical exercise such as running or dancing. They point out the vegetables in children's well-balanced meals and talk to them about the health benefits these have. Children in this setting are supported well to make healthy choices, which sets good foundations for their future learning.

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Inclusion Expected standard

Leaders and staff are committed to ensuring that children with special educational needs and/or disabilities (SEND) receive the support and care they need. The effective assessments that staff conduct help them to swiftly identify gaps in children's learning. Staff's swift action helps to narrow gaps in children's learning. Staff work harmoniously with other professionals and parents and carers to ensure they offer the right level of support to children. They devise targeted plans that shape children's learning and experiences. These are shared with parents and other professionals to ensure consistency in children's support, care and learning. Leaders are fully aware of their responsibilities to act with integrity when accessing additional funding to support children's development.

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Inclusion Expected standard

Those that take lead roles in supporting children with SEND are passionate, dedicated and fully committed to improving outcomes for children. Staff build their confidence and skills through specialised training. This helps them to provide an inclusive and responsive environment. Staff make necessary adaptions to the learning environment to improve outcomes for children. For instance, they have created regulation areas that help children to stabilise their emotions before they continue to play. This is a safe space for children to be calm, reset and regain control of their feelings. The support in place helps all children, including those that face barriers to their learning, to make progress from their starting points.

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Achievement Needs attention

Children do not make the best possible progress because staff understanding of the curriculum intention is inconsistent, and mathematical awareness is not prioritised well enough. Nonetheless, children strengthen their communication and language skills as they engage in meaningful back-and-forth interactions with staff and each other.

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Achievement Needs attention

Children's unique starting points and individual needs are recognised from the outset. Children are supported well to make progress towards their next steps, and their achievements are celebrated by staff. This helps them feel proud of their accomplishments. All children, including children that face barriers to their learning, become increasing confident as they transition between rooms. They demonstrate security as they quickly adapt to familiar routines.

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Curriculum and teaching Needs attention

The curriculum needs improving to better incorporate mathematics in children's experiences and activities. The quality of teaching is variable, with gaps in staff's knowledge and understanding of the educational programmes in place. This means that children do not develop the skills they require to build on their mathematical awareness as they transition through the rooms.

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Curriculum and teaching Needs attention

All children, including those with special educational needs and/or disabilities, undergo regular assessment. This helps staff to understand what children can do and identify their next steps of learning in accordance with their age and stage of development. Staff weave children's next steps in learning effectively through routines, activities and learning experiences. For instance, children who require support to improve their hand muscle dexterity engage in activities such as threading, using tweezers and placing pegs into small holes on a board. This supports their fine motor skills and hand-eye coordination.

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Curriculum and teaching Needs attention

Staff promote children's communication and language well through shared interactions, reading stories and singing. They station themselves in book areas to encourage children to develop a love of books. Children are drawn to the area and listen to stories with increasing attention and recall. The positive relationships among children and staff reflect a respectful culture. This supports children's personal, social and emotional development.

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Leadership and governance Needs attention

Leaders demonstrate their understanding of the inconsistencies in the curriculum and teaching. However, they lack precision when ensuring appropriate action is taken to bring about improvement. For example, although staff complete mandatory training and have opportunities to discuss their professional development, leaders do not seek additional targeted training for staff. This does not help staff to improve their skills to raise the standard of teaching in identified areas. It also does not ensure that high standards of education and care are maintained.

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Leadership and governance Needs attention

Children, including those with special educational needs and/or disabilities, benefit from leaders that are committed and dedicated to their roles. Leaders and staff have developed positive relationships with parents and carers and other professionals. This provides consistent support and shared understanding, which helps children to feel secure.

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Leadership and governance Needs attention

Leaders have a genuine regard for their staff team and offer daily support. They have worked tirelessly to establish a strong workforce to care for children and support families. Staff receive ongoing support and guidance with regular opportunities to discuss their workloads and explore their development within the company. Staff report high levels of morale, wellbeing and manageable workloads. This has a positive impact on the care and education that children receive.

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What it's like to be a child at this setting

There are weaknesses in the curriculum that mean that children do not benefit from high- quality teaching across all areas of learning. This has not been addressed effectively enough by leaders. As such, staff do not receive the high-quality professional development required to drive improvement forward. This has a negative impact on children's overall learning and achievement.

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What it's like to be a child at this setting

Staff warmly greet children on arrival and provide the nurturing care they need to thrive. Children settle quickly. They are happy and eagerly participate in the activities that are available to them. All children, including those with special educational needs and/or disabilities, have equally positive experiences. Staff encourage children to explore their environment indoors and outside. For example, the youngest children confidently explore the indoor environment, often returning to staff who provide a secure base and consistent reassurance. Additionally, staff ensure that children are dressed appropriately as they explore the wet weather and the sensory opportunities the rain provides. Staff share children's enthusiasm as they investigate the rain-soaked environment, such as touching the soggy leaves and running through shallow puddles. Children develop a deep curiosity about the world they live in, which supports their wellbeing.

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What it's like to be a child at this setting

Leaders promote children's attendance effectively. This results in improved engagement and robust routines. The warm and caring relationships that staff establish with children help them to feel safe and secure. Children foster a sense of belonging in the setting. They enjoy the company and trust in those that care for them. Children demonstrate eagerness to learn. They seek staff and each other out to share their experiences. Staff are good role models, which helps children to understand what is expected of them. In turn, children behave well and are kind to one another.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

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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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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Address:

7 College Hill Haslemere Surrey GU27 2JH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Horizons Family Solutions Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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