Bright Horizons Guildford Boxgrove Day Nursery And Preschool

And Preschool

Unique reference number (URN): 2551041 Address: 19 Boxgrove Lane, Guildford, Surrey, GU1 2TD Type: Childcare on non-domestic premises Registered with Ofsted: 20/08/2019 Registers: EYR, CCR, VCR 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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Achievement Expected standard

Generally, children, including those with special educational needs and/or disabilities or other barriers to learning, achieve well from their starting points. They make progress and learn the skills they need to prepare them well for their next stage of learning. Typically, children demonstrate a willingness to learn as they remain engaged in activities for long periods. They move around the room and outdoor areas with confidence and link up with each other to share their experiences. For instance, children demonstrate to each other how they can hula hoop. They then place each other in the hoop and pretend to be on a train. Children are creative and make-believe by pretending. Children, including those known to social care, participate in a range of activities that promote their language skills, such as reading and singing with puppets used as props. However, inconsistencies in some staff's use of terminology can lead to confusion regarding word meanings. At these times,

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Achievement Expected standard

children's communication and language are not supported as well as they could be.

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Behaviour, attitudes and establishing routines Expected standard

Generally, leaders and staff have created a positive culture where children learn and play harmoniously. Leaders and staff recognise the importance of establishing robust routines to help children feel safe and secure and understand what is happening next. They have recently introduced new routines, such as rolling mealtimes to help children remain focused on their activity. This has a positive impact on children's behaviour, as their play and learning are less frequently interrupted. In addition, children learn appropriate table manners in small, focused groups. As a result, the environment is busy yet calm, and children become deeply engrossed in their explorations without interruptions.

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Behaviour, attitudes and establishing routines Expected standard

Mostly, staff ensure rules and boundaries are understood. For instance, staff ensure children wear shoes and coats as they free flow inside and outside. On the whole, children behave well and listen to directions given by staff. Staff are positive role models and treat children with respect. In turn, children talk politely to staff and each other, which helps them develop friendships as they interact, collaborate and share experiences with each other. Leaders provide flexible hours to accommodate parents' schedules and actively encourage punctuality and attendance. Staff recognise that regular participation in the setting improves learning outcomes for children.

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Children's welfare and wellbeing Expected standard

Staff create warm, nurturing relationships with all children that support them in settling comfortably. Children's welfare and wellbeing are promoted well, which helps them settle in quickly and immerse themselves in play and learning. Familiar routines have a noticeable impact on children, including those who may face barriers to their learning, emotional wellbeing and security. Staff support children in developing healthy lifestyle habits, including oral hygiene, nutritious eating and regular physical activity. As a result, children become more aware of how to care for their bodies and are better prepared to make healthy choices. Staff offer guidance and support to parents as children go through stages of change, such as weaning, learning to use the toilet and sleeping routines. Staff ensure they seek regular updates from parents regarding any changes in routines to enable them to support the continuity of care between home and the setting. This helps them support children's

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Children's welfare and wellbeing Expected standard

individual needs so they feel safe and secure.

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Children's welfare and wellbeing Expected standard

On the whole, staff support children to recognise potential dangers, including how to stay safe online and to be careful as they play on the slanted hill in the garden. However, there are times when some staff members do not recognise opportunities to extend children's learning about how to keep themselves and others safe. For instance, staff do not always talk to children about why they have removed broken objects from their play that are sharp and could cause them harm. This can limit children's understanding of how to identify and respond to risks themselves. Children play and learn in an environment that is safe.

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Curriculum and teaching Expected standard

The curriculum is broad and engaging and offers opportunities that promote all children's learning, including for those with special educational needs and/or disabilities. Although leaders and most staff members recognise the overall intention for children's learning, this is not fully understood by all staff delivering the curriculum, which can provide inconsistencies in teaching. Staff recognise the importance of promoting mathematics from an early age. For instance, younger children are consistently exposed to mathematical language. Staff skilfully build on children's skills as they grow, offering more complex mathematical concepts, such as using measuring tapes to see who is smallest and tallest.

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Curriculum and teaching Expected standard

Staff use their carefully considered observations and assessments to recognise and respond to what children know and can do. Children are supported with care as they develop their physical skills from an early age. For example, staff hold the youngest children's hands and offer gentle guidance to bend their knees as they practise jumping. Older children are encouraged by staff to jump high and bend down low as they act out different characters in the book staff are reading. The relationships children build with staff and each other as they play and explore support their personal, social and emotional development well. On the whole, children learn to become competent communicators as they participate in consistent back-and-forth interactions with staff and other children. However, there are times when some staff do not use the correct words when talking to children, for instance, when describing objects or body parts. This can hinder their

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Curriculum and teaching Expected standard

vocabulary development as they learn new words.

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Inclusion Expected standard

Typically, leaders, alongside their staff team, are quick to respond to any barriers that all children, including those known to social care, may face. Staff carry out regular assessments and use their expert knowledge of individual children to identify gaps in learning. Those with lead responsibility for inclusion recognise the importance of working in collaboration with parents and relevant professionals to ensure support is given in a timely manner. Children with special educational needs and/or disabilities (SEND) benefit from individualised plans. These are generally understood and used by staff and incorporate bespoke strategies and targets to support their ongoing learning and development. For instance, children who require additional support with their communication indicate they want to use their now-and-next board by pointing to the cupboard where it is placed. Staff are prompt in their response and use the board as a means of communicating what children

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Inclusion Expected standard

would like to do next. This helps children with SEND feel included, as they make their needs and desires known. Target plans and strategies used are monitored well to ensure their effectiveness. Furthermore, leaders make informed decisions and use additional funding to buy resources that improve children's outcomes and learning experiences.

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Leadership and governance Expected standard

Leaders are dedicated to, and passionate about, continually improving. They are reflective and seek regular feedback to enhance care and learning for all children, and they have sufficient oversight of the day-to-day running of the setting. Typically, leaders understand the setting's strengths and act on areas they would like to improve. For instance, the recent garden project has enhanced learning opportunities for children as they relish playing in the newly renovated gardens. However, leaders have not yet identified whether there are gaps in some staff members' understanding of the overall intention for children's learning. This means there are some inconsistencies in how the curriculum is delivered. Despite this, the long-standing staff team reports high levels of support through regular opportunities to enhance their personal effectiveness. Staff share recent training they feel has impacted their

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Leadership and governance Expected standard

practice, such as nurture training where they are encouraged to view the environment through a child's eyes. This has helped them to make improvements by making areas children often use more comfortable and visibly appealing.

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Leadership and governance Expected standard

Leaders and staff recognise the importance of working in close partnerships with parents and other professionals. They actively use guidance from external sources, such as the local authority and other agencies. This improves practice and support for all children's development, including those with special educational needs and/or disabilities. Parents share their gratitude for the attention to detail when supporting their children's growth, helping to prepare them for school.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are cheerfully greeted on arrival. This helps them feel like they belong and feel confident in their surroundings. Children, including those who are new to the setting, quickly develop trusting relationships with their key person, who knows them well. The information staff and leaders gather when children start shapes their settling-in routines and ongoing support. Staff recognise and value each child's unique characters. They carefully plan and support children as they transition through the rooms. For instance, children new to the room are supported by familiar staff, who make themselves present on arrival. This helps

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Inspector:

them feel safe as they settle into new routines and their learning environment. Leaders promote regular attendance for children to ensure the relationships made with staff remain secure and reliable.

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Inspector:

Children, including those with special educational needs and/or disabilities, benefit from a curriculum that is ambitious and well sequenced. This helps children develop skills as they grow, and they make steady progress from their starting points. Staff skilfully plan activities that are stimulating and inspire children's curiosity. For example, staff encourage children to think about what would happen if they were to plant the seeds of vegetables. Children are supported well as they use spoons to carefully scoop the seeds out of tomatoes and cucumbers. They plant these in individual pots using compost and water. Staff value children's contributions as they share their predictions. Children foster a sense of responsibility as staff discuss their active roles when helping them grow.

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Inspector:

Staff support children to develop an understanding of healthy lifestyles through daily routines. For instance, all children, including the babies, are gently guided by staff as they use soap and water to wash their hands before mealtimes. Staff are respectful when wiping the noses of the youngest children and ask for their permission first. They encourage children of all ages to do this for themselves, which promotes their independence. Children feel valued and appreciated as they learn to make healthy choices.

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Next steps

Leaders should enhance staff's awareness of the importance of using the correct terminology when communicating with children as they learn new words. Leaders should support staff to develop children's skills as they learn how to keep themselves and others safe. Leaders should improve support, coaching and training for staff to ensure they consistently have a secure understanding of the curriculum and what they want children to learn.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and children during the inspection.

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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. Kelley Ellis

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Address:

19 Boxgrove Lane Guildford Surrey GU1 2TD

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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 : 07:30 - 18:00

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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. 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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