Bright Horizons Brockley Day Nursery and Preschool

Preschool

Unique reference number (URN): EY487116 Address: 289 Lewisham Way, LONDON, SE4 1XF Type: Childcare on non-domestic premises Registered with Ofsted: 05/03/2015 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 Strong standard

Children are making secure progress with their learning and development. They are well prepared for each stage of their learning and development, transitions between base rooms and their subsequent move to school. For Earth Day, older children recall what they have learned regarding recycling. They also expertly recall where boxes of each type of material need to be placed. This helps children to learn about the wider world around them.

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Achievement Strong standard

Children of all ages thoroughly enjoy sports activities. They are welcome to attend regardless of their attendance. Children benefit from staff adapting each session for the abilities of the children who are participating. Children learn new skills with ball control, hand–eye coordination and listening for instructions. Children of all ages are confident learners and readily talk with staff regarding their needs and wishes.

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Behaviour, attitudes and establishing routines Strong standard

There is a positive culture of respect in the nursery. From leaders to staff down to the children, they all listen to each other's needs. Babies right up to pre-school children learn the importance of using kind hands. Older children regularly work together to problem-solve. Staff teach children how to manage their own feelings, which is evident in their wonderful behaviour. Children and staff have developed clear bonds, which further support their positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff work together to support children's attendance. They follow up with parents and carers to support any absence. Staff and parents work together to swap days and add extra to help to overcome any barriers to attendance and to support families in times of need. Staff have embedded well-established routines across all rooms. All children, including those with special educational needs and/or disabilities, are fully aware of what happens next and help to support staff. For example, they help to count how many chairs they need for lunchtime.

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Children's welfare and wellbeing Strong standard

Staff have an excellent understanding of children's routines and expertly adapt settling-in processes to meet their individual needs. Staff work closely with parents and carers to understand children's needs. They extend and adapt sessions to support children's individual needs. Children settle extremely quickly, ready to start their learning and development. Children of all ages are fully aware of routines. Staff follow babies' individual routines to nurture their development and wellbeing. Older children have rolling mealtimes to enable calmer experiences for children and to enable children who have an early sleep to have plenty of rest during the day.

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Children's welfare and wellbeing Strong standard

Children recall expertly what staff have taught them. During focus activities for Earth Day, children explain how they recycle and compost. They explain, when asked by staff, which items go into which recycling bin. Children recall how food composts and how it can be used to help in the garden. Teaching is embedded well to support children to understand healthy habits and the natural world around them.

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Curriculum and teaching Strong standard

The senior leadership team ensures that the curriculum that staff provide is highly inclusive for all children attending. Staff have high expectations for all children and provide high- quality activities to support these. Staff are highly skilled in adapting activities in order to meet the differing needs of children. Babies benefit from a broad range of activities to help support their different stages of learning. Staff provide plenty of space to allow them to practise their newfound skills of crawling and walking. Staff adapt activities for older children so they can ensure that all children are progressing and narrowing any gaps in their learning. Sometimes, staff in older rooms carry out more adult-led focus activities.

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Curriculum and teaching Strong standard

Staff expertly use children's interests and next steps to plan activities to support their learning and development. For example, for Earth Day, staff use children's interest in the wider world to plant seeds and teach them about the birds nesting in their garden. Staff across the nursery provide a learning environment rich in language to support children's communication and language development. They adapt their teaching very successfully for children with special educational needs and/or disabilities to support their understanding and work towards their targets.

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Inclusion Strong standard

Leaders work very closely with staff and parents and carers to support children with special educational needs and/or disabilities. They work collaboratively with other agencies to support meetings and sessions in the nursery. Staff take targets for children and integrate them very well into planning to help meet their individual needs. They support parents well through assessment processes and next steps. Parents express their gratitude towards the staff and the guidance they provide, which helps them to navigate meetings and assessments. Staff are fully aware of barriers children face with regard to their learning and development. They plan regular activities outside to ensure children have a broad range of activities and learning experiences. Children of all ages of experience outside play. Younger children have their own outside space they can explore. Leaders continually assess the impact of funding

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Inclusion Strong standard

on children's learning and development. They review the progress children are making towards their early learning goals and the impact of how they have used the funding they have received. This helps staff to swiftly identify and provide early intervention for children's learning.

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Leadership and governance Strong standard

The senior leadership team at the nursery is very effective. Leaders have developed a positive culture of responsibility across the staff team. Staff receive opportunities to review how to spend grants to make positive improvements to the quality of the curriculum provided for all children. Parents and carers describe how positive the leadership team is and how it actively communicates with them regarding any changes to the nursery and staffing structures. They also explain how staff give detailed feedback and suggestions on children's learning and development and the progress they are making. This helps to provide consistent continuity of care for children.

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Leadership and governance Strong standard

Leaders are highly skilled in identifying where areas need more support and the training staff require. They respond rapidly to these to ensure everyone has opportunities to improve their own personal development. This in turn positively impacts the quality of teaching for all children. All staff and leaders work well together to review workloads and support each other. There is a high regard for staff wellbeing throughout the nursery. All staff look out for each other and step in if they require help or support. This shows in the calm atmosphere throughout the nursery.

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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 extremely well settled and arrive eager to see their peers and staff. All ages of children are engrossed in high-quality activities that enable their learning and development. Staff adjust each child's settling-in sessions, from starting at the nursery to transitioning between rooms, so they are individual to each child. This allows children to be able to take their time to adjust to new routines and experiences. Children are well prepared for their next steps in learning. They gain valuable independence skills to aid their future learning. Children readily serve themselves water and help staff to get ready for mealtimes. They also learn how to put on coats ready to play outside.

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

Staff are deployed well to meet children's needs. In particular, babies can enjoy exploring the garden and getting fresh air, as staff ensure they are safe when moving between areas. Babies also experience messy activities linked to Earth Day. They enjoy playing with peat and staff talk with them about the feel and texture.

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

Children thrive in a safe learning environment, where they feel valued and supported. Children receive continued praise and positive reinforcement throughout the day, building on their confidence. All children are highly social and regularly share what they have been doing at home and talk about their friends. All children welcome others into their play. Children with special educational needs and/or disabilities are encouraged by their peers to join in activities.

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

Children learn how to keep themselves safe through well-planned activities and expert teaching from the staff. They recall how to move safely on the stairs. Children make sure they hold hands and the railings to steady themselves. They readily wait and take turns on climbing equipment, helping to keep each other safe as they play.

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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 : 07:45 - 18:30

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Next steps

Leaders should ensure continued improvement to support children's creativity and imagination, especially during focus activities.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and parents and carers 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. 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. 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 .

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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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