Bright Horizons Shortlands Day Nursery and Preschool

Preschool

Unique reference number (URN): EY332042 Address: 84 Martins Road, Shortlands, BR2 0EF Type: Childcare on non-domestic premises Registered with Ofsted: 28/04/2006 Registers: EYR, CCR, VCR Registered person: Bright Horizons Family Solutions Limited

p.1

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.

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

Inclusion Strong standard

Leaders create a welcoming and inclusive environment where every child is considered a unique individual, valued and very well supported. Leaders and staff effectively and consistently identify and assess children's individual needs through careful observations, assessments and conversations with parents. They ensure that they identify and promptly address any barriers to learning. Leaders and staff provide highly effective targeted support and well-planned activities to ensure children progress well in their learning.

p.2

Inclusion Strong standard

Leaders and staff carefully adapt the curriculum so that every child can succeed. For example, staff support children by use of visual resources to help them make choices as well as help them understand what happens next. Children have access to regular movement and sensory resources to help them stay involved in learning. Children with special educational needs and/or disabilities, and those who face other barriers to learning, consistently benefit from focused adult support and well-planned adjustments. These help children join in activities so they can learn and explore alongside their friends.

p.2

Inclusion Strong standard

Leaders and staff have highly effective procedures to review children's progress and change support when needed to help children achieve their full potential. They work closely with parents and other professionals and share advice to ensure consistency in children's learning and development.

p.2

Achievement Expected standard

All children, including those with special educational needs and/or disabilities and those who face barriers to their learning, progress well from their starting points. The curriculum typically helps to provide children with the support they need to build on their existing skills.

p.3

Achievement Expected standard

Children learn a range of skills that prepare them for the next stage in learning, including school. Children who speak English as an additional language become confident talkers.

p.3

Achievement Expected standard

Children show high levels of confidence and independence and demonstrate positive, respectful behaviour towards one another. They learn to respect each other's differences. Children develop good physical skills, including core strength and small-muscle movements. They learn to manage hygiene routines, including handwashing, by themselves. Children enjoy sorting, learn to count in sequence and understand positional language. They develop a love for books. Children are imaginative during play. They engage in activities for extended periods of time, which helps them develop good concentration skills.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are warm, kind and caring. They are positive role models and create a learning environment where expectations for positive behaviour are reinforced well. As a result, children behave well. Children play cooperatively and often initiate their own play, which demonstrates a high level of imagination and motivation to explore and learn.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children develop secure relationships with their key persons. They enjoy sharing activities with staff. For example, they choose a book for staff to read to them. Staff promote children's positive interactions with their peers. For example, staff encourage babies to take turns to press the buttons while exploring electronic resources. Staff work closely with parents to meet children's healthcare needs and to encourage children's attendance. Leaders promote the importance of regular attendance for children's early education and to help prepare them for later learning, including attending school. Parents provide positive feedback regarding staff's partnership with them to support children to learn toilet routines.

p.3

Behaviour, attitudes and establishing routines Expected standard

Overall, children are motivated to learn and develop positive attitudes to learning, although this is not always consistent. For example, there are occasions when staff do not plan the curriculum as well to engage some children who are less confident. This means that there are times when some children are not fully engaged in learning.

p.3

Children's welfare and wellbeing Expected standard

Leaders place high priority on children's welfare and wellbeing. Key persons share information effectively with parents to understand young children's feeding and sleep-time routines and to meet their individual needs. Staff use signs to promote young children's understanding, for instance to check if they would like a second helping of food. These inclusive practices help to support children who are non-verbal and those who learn English as an additional language to learn to make choices. On some occasions, leaders do not swiftly identify and address any adaptations needed to staffing arrangements to meet the changing needs of children, particularly during transition between activities. Staff follow effective procedures when children have accidents. They have secure knowledge of first aid and promptly report accidents to parents.

p.3

Children's welfare and wellbeing Expected standard

Staff teach children the importance of brushing their teeth. They arrange activities to practise how to brush teeth effectively and hold meaningful discussions about why and how to care for their teeth. Children benefit from daily access to the outdoors and enjoy healthy and nutritious snacks and meals throughout the day. This supports children's good health. Staff model good manners, and children learn how to use polite words, such as please and thank you. Children learn to share and take turns. Staff support children's physical development well through a range of activities, such as balancing on beams.

p.4

Curriculum and teaching Expected standard

Leaders successfully oversee the quality of curriculum and teaching. The curriculum is well designed and provides children with a broad range of learning experiences. Generally, staff understand how to deliver a high-quality curriculum. Staff use assessments very well to support all children, including those who face barriers to their learning and for children with special educational needs and/or disabilities.

p.4

Curriculum and teaching Expected standard

Staff ensure babies explore with their senses. For example, staff show young children how to separate shredded paper from the sand by passing the sand through a sieve. These experiences help young children to develop their early understanding of the use of resources for a purpose and their understanding of the world. Staff encourage babies to explore interactive books and encourage them to sing along, repeat words and name objects. Staff skilfully include positional language for older children to build on their mathematical skills. For example, children learn to explain whether a train goes forward or backwards. Staff build on children's vocabulary and introduce new words, such as reverse. On some occasions, staff do not plan effectively to stimulate children's interest in trying new experiences or joining in group activities. Leaders understand where staff need support and have an action plan to bring about improvement.

p.4

Curriculum and teaching Expected standard

Staff who support children who speak English as an additional language work in partnership with parents to encourage the use of English as well as the home language. They use the key words in the children's home language to support understanding when children first start. This helps children feel included. Staff encourage families to listen to audio books at home to improve their pronunciation and extend their English vocabulary.

p.4

Leadership and governance Expected standard

Leaders demonstrate passion and commitment towards their work. They have an accurate understanding of the setting, which helps them evaluate strengths and areas for development. Leaders look after staff's wellbeing and ensure their workload is manageable. They provide targeted training for staff to enhance their teaching skills. Staff attended training to help them gain confidence in teaching mathematics. This has a positive impact on children's experiences and the progress children make in this area of learning. Leaders take prompt action to address any inconsistencies in staff's implementation in the setting's policies and procedures, particularly in behaviour management. Leaders use their excellent knowledge of child development to personalise support for young children who start at the setting. For example, they gather detailed information from parents regarding babies' prior experiences of attachments and thoughtfully plan a settling-

p.4

Leadership and governance Expected standard

in process that helps to meet their needs. Leaders provide opportunities for parents before their children join to get to know each other, creating a sense of community in which all parents and their children feel welcome. Leaders consider children's individual needs and experiences when making decisions. For example, they use funding effectively to enhance children's experiences in the outdoor environment, particularly for those who have fewer opportunities for this at home.

p.5

Leadership and governance Expected standard

Leaders work effectively with external professionals, particularly when supporting children with special educational needs and/or disabilities. They follow professional advice carefully and consistently to ensure children's wellbeing and individual care and learning needs are prioritised. Leaders create a working partnership with parents that promotes involvement in children's learning from the start. Parents appreciate the warm and caring environment for their children's learning journey. They receive helpful suggestions on how they can extend their children's learning at home. This collaborative approach creates consistency that meets the diverse needs of all children and families.

p.5

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.6

Register

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

p.6

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

Children feel happy and safe in this setting. They are warmly welcomed by staff on arrival, which helps them easily separate from their parents and carers. Children's unique needs are promptly identified, valued and very well supported by skilled leaders and staff.

p.6

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

Babies are encouraged to explore making marks with water on a chalk board. When staff show them how to dip the brush in the water and draw a face with eyes, ears and nose, children are keen to give it a go. Babies build on their independence during mealtimes. They learn to use cutlery, closely supported by staff. Young children learn to follow instructions that help to keep themselves and others safe. For instance, they learn to keep the sand in the tray as they play.

p.6

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

Young children respond well to encouragement from staff and are motivated to follow their interests in play. While playing outdoors, they successfully aim and throw a ball into a fixed basket at a height. Staff praise them for their achievement, and they are keen to try again. Children have fun as they engage in learning experiences that promote their physical skills. They use a range of equipment, such as balancing beams and tricycles. They learn to negotiate with one another and behave well.

p.6

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

Young children enjoy rolling and cutting out the play dough and eagerly name the shapes they created. Pre-school children demonstrate a high level of imagination and pretend to create menus for their café. Children make choices about their play under staff supervision. For example, when children decide to finish a mark-making activity, staff supervise them while they use scissors to make spaghetti out of paper. They benefit from a broad and well- taught curriculum. Children across the nursery successfully build on their knowledge of mathematical concepts. They learn to count in sequence, negotiate the volume of water, name shapes and confidently use positional language to explain directions.

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Bright Horizons Family Solutions Limited

p.7

Address:

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

p.7

Next steps

Leaders should support staff to strengthen planning to stimulate individual children's participation during some activities, particularly to encourage them to try new experiences. Leaders should support staff to review children's emerging needs on an ongoing basis and consistently identify when additional staff may be needed to manage busy times during the day.

p.7

About this inspection

The inspectors spoke with the managers, leaders, the special educational needs coordinator, practitioners, parents and children during the inspection.

p.7

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. Local authority: Bromley

p.7

Facts and figures used on inspection

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

p.8

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

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.

p.8

Urgent improvement

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 .

p.9

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9