Bright Horizons Columbus Courtyard Day Nursery and Preschool

Nursery and Preschool

Unique reference number (URN): EY543342 Address: 13 Columbus Courtyard, London, Tower Hamlets, E14 4DA Type: Childcare on non-domestic premises Registered with Ofsted: 24/01/2017 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 achieve well and are very well prepared for transitions between rooms and moving on to school. Children develop strong skills and knowledge in all 7 areas of learning and development. This provides children with a wide skill set to prepare them for school and the next stage in learning. There is a strong focus on communication and language, which supports children to become confident communicators. Staff establish key words in children's home language to communicate routines. This helps children to understand and develop a sense of belonging within the nursery. Children have access to a wide range of books, including bilingual books. They develop a love of books and storytelling as they listen with intent. Babies help staff to turn the pages of books as they snuggle up to staff and eagerly anticipate what happens next. They babble and make sounds to stories that are familiar to them. Parents comment that they receive regular and important communication to

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Achievement Strong standard

prepare their child and themselves as they move up to each room, which is seamless and strongly coordinated to support each child. All children, including those with special educational needs and/or disabilities and those who experience disadvantage, have access to high-quality learning that is sequenced to provide a depth of knowledge. Children demonstrate confidence in their learning and share their achievements with staff. Staff are effective in motivating children to engage and be excited about their learning. Children make impressive progress from their starting points.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for every child's behaviour and attitude to learning. Children, including the youngest, know and understand routines very well through a consistent and embedded approach. Staff consistently adapt their teaching to consider the age and stage of each child to ensure goals and expectations are attainable. Children demonstrate a positive attitude towards their learning as staff are nurturing and encouraging throughout the day. Staff provide a harmonious environment, offering guidance and praise to children, which helps to encourage and build confidence. The key-person system is highly effective, with a buddy system in place so that children have consistent and well-understood support. Parents know their child's key person. Babies check in with staff as they explore the environment, and older children thrive in sharing their achievements with staff. Children learn through positive role models how to interact and play with their friends. They learn the

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Behaviour, attitudes and establishing routines Strong standard

importance of sharing and waiting their turn at mealtimes. This helps them serve themselves food independently. Leaders monitor attendance robustly and call parents if children do not arrive at nursery. This helps to prepare parents for school expectations and understand the importance of attendance.

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Children's welfare and wellbeing Strong standard

Children's welfare is of the highest priority and considered throughout the day by kind and responsive leaders and staff. Leaders provide a safe and welcoming space that promotes parent partnership and supports families and the community around them. Staff develop strong attachments with children, so they feel safe, valued and listened to. Babies receive high-quality care from staff who understand how young children develop and thrive. Staff are highly responsive to babies' and children's needs, including those with special educational needs and/or disabilities. Staff consider children's safety throughout the day. For example, larger rooms have staggered lunchtimes so that children are supervised effectively and enjoy social interactions as they eat their meals. Staff manage routines very well, with a consistent approach to keep children healthy and support them to thrive. Children learn how to keep themselves healthy through nutritious, hand-prepared meals prepared on site daily,

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Children's welfare and wellbeing Strong standard

with portion sizes and a balanced meal fully considered. Children access learning, both indoors and outdoors, to provide rich learning experiences. Children learn to vocalise their emotions as staff talk about feelings and provide visuals so children understand how feelings impact their bodies. Routines are embedded and well understood, which helps children to understand what happens next and support a secure and strong sense of their emotional wellbeing.

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Curriculum and teaching Strong standard

Leaders ensure there is an ambitious and high-quality curriculum that is wide and varied, providing opportunities rather than barriers for every child. Staff have high expectations for every child, including those with special educational needs and/or disabilities, to achieve and thrive. Leaders and staff take the time to understand children's individual needs and support children, including those who speak additional languages. The curriculum is adapted to support children's individual needs, level of learning and interests so that children are engaged and are taught in sequence. Staff are skilled at teaching children in the moment so opportunities of new learning are not missed. Staff ensure that children have a firm understanding of learning before they move to the next stage. This supports an embedded understanding of subjects. Children receive consistent high-quality interactions, with thoughtful questioning and well-prepared activities so they develop a love of learning.

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Curriculum and teaching Strong standard

Interactions between staff and children are of high quality, with gaps in learning swiftly identified and shared with parents to ensure a consistent approach. Mathematics is taught in a thoughtful and engaging way to excite children in the subject. Children have access to physical development in a range of outlets, such as outings each day and indoor play that has high-quality equipment to support gross motor skills. Children use trikes, balance on boards and use the slide to strengthen their bodies. Children thrive in their daily outings to the local park, journeys on the Docklands Light Railway and visits to museums. Children have rich learning experiences as they learn about community and the world around them.

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Inclusion Strong standard

Leaders and staff swiftly identify children's needs accurately. Staff gain information from parents and observe children continually so that they understand the stage of development the child is at and where they need to be next. This supports highly effective individualised planning for each child. Leaders work closely with outside professionals, including the local authority and health professionals who visit the nursery regularly. Leaders regularly monitor children's progress to ensure gaps in learning are reduced and statutory support is in place. Children, including those with special educational needs and/or disabilities and those known or previously known to children's social care, thrive through targeted support that is reviewed regularly with parents and professionals. Parents receive high-quality support so that there is a consistency in teaching and approaches to learning. Leaders share their good

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Inclusion Strong standard

practice knowledge with parents and other linked settings, as they are passionate to share their knowledge and experience with others. Staff are dedicated and supportive to ensure children's individual needs are met and exceeded. Leaders are ambitious for every child to reach their full potential. Children make demonstrable progress in their development through a wide range of learning opportunities. There is an ambitious curriculum that has no barriers, but rather adaptations to ensure every child has access to learning opportunities. The graduated approach is used to monitor progress where necessary and document intervention strategies. This helps to ensure that children are monitored effectively and receive high levels of support.

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Inclusion Strong standard

Staff know the children well and share information so that learning opportunities are never missed. High-quality training and information are shared by passionate and skilled leaders who engage in multi-agency partnerships to ensure every child flourishes. Leaders and staff help children to prepare for school and be confident in their next stage of learning.

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Leadership and governance Strong standard

Leaders have an ambitious and clear vision for what they want children to learn and experience during their time at nursery. Leaders continually evaluate so that standards are high. Leaders have strong expectations for every child to reach their full potential and for all the staff to deliver high-quality, consistent care and education. Inclusion and acceptance are a high priority in helping children have a sense of belonging and community. Changes that leaders implement have helped to strengthen the nursery in its teaching and its focus on families. As a result, children, including those with special educational needs and/or disabilities, thrive. Leaders carry out regular supervision so that staff wellbeing and workload are monitored. Leaders value their staff and have an open-door policy, which provides a positive environment where staff are motivated and respected. Leaders ensure staff access high-quality training, including local authority sessions. This helps to build high-quality

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Leadership and governance Strong standard

consistent teaching. Leaders ensure that staff and families have a voice to build the nursery to a high standard. The introduction of the parent panel gives parents the opportunity to offer suggestions for change, which leaders are responsive to. Parents appreciate that leaders listen and act, while their children make excellent progress. Equally, staff can make adaptations to improve practice. Leaders challenge and support so that staff are empowered in their practice. This has a significant contribution to high-quality care and education.

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Leadership and governance Strong standard

Leaders are highly responsive to the community needs, offering monthly training for parents in areas such as toilet training and mathematics in the early years. This helps to build parents' confidence in home learning. In addition, leaders have regular drop-ins for parents and the local community to socialise with other parents, helping them to build a network. In addition, leaders offer advice and guidance on child development concerns and parenting support. Leaders passionately believe in supporting the local community.

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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 and their families are at the heart of this warm and happy nursery. Children arrive confidently ready to begin their day with staff who are highly responsive to their needs. Staff provide a wide range of learning opportunities that allow children to be curious, explore, take risks and have a go. Children thrive with staff who are highly skilled at providing nurturing and challenging experiences for every child. Children feel safe and ready to explore. Leaders and staff know the children very well, creating a wide and varied curriculum that supports children's individual needs, uniqueness and interests. There is a strong focus on children developing their communication and language. Staff communicate to children throughout the day through conversations, reading, signing and modelling instructions. For example, as children learn about numbers and mathematical language by comparing each other's height, staff ask children purposeful questions. Staff give children time and wait for

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

them to respond. For children who are new to English or speak English as an additional language, signing is used consistently throughout the nursery. Babies to older children learn the signs and respond well to this consistent approach to universal language. This helps children to build an understanding of vocabulary and become confident communicators.

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

Children are exceptionally settled. Routines are embedded and consistent from staff who demonstrate kindness and patience. Behaviour is swiftly supported through explanations and diversion to prevent any escalation. Children feel safe and move around their room with confidence. Children play with their friends and show kindness. For example, children build a large construction and problem-solve together as they adapt the building with various materials. They take turns and offer ideas as they work as a team, with staff supporting where necessary. Children thrive in creating their own ideas and demonstrate confidence as they share their success with staff.

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

The curriculum is ambitious for every child to reach their full potential. This includes children with special educational needs and/or disabilities. Leaders and staff work collaboratively with outside agencies to ensure that every child has equal access to learning. As a result, children make remarkable progress from their starting points.

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Next steps

Leaders should enhance the monitoring of staff teaching so that exceptionally high standards can be reached by all staff.

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Address:

13 Columbus Courtyard London Tower Hamlets E14 4DA

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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 - 18:30

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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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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, health professionals, staff 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.

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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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