Bright Horizons Swanscombe Day Nursery and Preschool

Preschool

Unique reference number (URN): EY542725 Address: Craylands Lane, Swanscombe, Kent, DA10 0LP 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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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's welfare and wellbeing thoroughly. They know their children and their families very well, responding immediately to changes and challenges faced by parents and providing high levels of support, guidance and bespoke help where needed. Leaders ensure they rigorously and regularly review the levels of support offered, adapting practice and provision to enable all children to succeed.

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Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities and those facing disadvantage and significant barriers to learning are at the forefront of what leaders and staff offer. Children develop very strong bonds and secure and trusting relationships. As such, they demonstrate that they are comfortable and content. Children benefit from well-structured routines to help them develop lifelong healthy habits. For example, older children eagerly talk about their nutritious lunches made by the chef. Other children help themselves to sun cream before going outside, talking with staff about staying in the shade so as not to burn in the sun. Babies are asked if they would like to go to sleep or join their friends for lunch. Babies who would not eat when they started now settle immediately to have meals. This means children make consistently healthy choices and decisions.

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Inclusion Strong standard

Leaders offer an incredibly inclusive and nurturing approach, ensuring all families feel very valued and respected. Leaders and staff are passionate and proactive in consistently supporting children's individual needs and next steps. They swiftly ensure any gaps in learning and development are quickly identified and addressed. For example, they have excellent relationships with parents, professional partners, the local authority and other outside agencies, ensuring they can access specialist advice and support where needed. Leaders regularly review the bespoke and tailored support in place, monitoring children's

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Expected standard

progress carefully to ensure all children achieve well from their starting points and are effectively prepared for their next stage.

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Expected standard

Staff make a demonstrable difference to children, particularly those with special educational needs and/or disabilities (SEND) and those facing disadvantage. Staff access high quality training to ensure they develop the knowledge and skills to help children facing significant barriers to learning. Staff use funding very effectively to provide children with one-to-one support and to purchase very specialist equipment so all children, and particularly those with SEND, can access all areas of the curriculum successfully. Leaders and staff ensure they continually make a sustained difference to children's experiences and opportunities.

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Leadership and governance Strong standard

Leaders are passionate and highly motivated to provide high quality care and education for children and families. They have an excellent understanding of the setting's strengths and areas of focus. For example, they are providing staff with a wide range of specialist training and bespoke support to enhance their confidence to ensure consistency across the setting. Leaders work tirelessly to support staff and to prioritise their wellbeing and workloads. Staff are highly appreciative of this focus. Leaders have instilled a culture of continuous self- reflection and evaluation. For example, staff consistently ask for feedback on their practice and in enhancing provision. Leaders ensure professional development opportunities are precisely matched to areas of focus identified, demonstrating their commitment to making a significantly positive difference to children's education and care.

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Leadership and governance Strong standard

This inspection was conducted as a result of a risk assessment, however leaders have ensured robust policies and processes are in place to ensure all children and staff are safe and suitable. They have effective supervision arrangements in place for staff and to ensure ongoing suitability. They have effective processes in place for accident and injury and behaviour management. They have reviewed and enhanced information sharing with parents successfully.

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Leadership and governance Strong standard

Leaders have very positive relationships with parents and other professionals, working very closely to make important decisions regarding support, the use of funding and to evaluate and adapt where necessary. Parents are incredibly positive about their roles on the parent committee, working with leaders to support the local community and individual families facing significant barriers and disadvantage. As such, partnerships are very strong and children, particularly those with special educational needs and/or disabilities, flourish.

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Achievement Expected standard

Children develop appropriate knowledge and skills ready for their next development stage. They are provided with a wide range of activities and experiences to support their language and vocabulary skills successfully. For example, babies choose favourite stories, listening intently as they are read to. Older children thoroughly enjoy exploring glitter and crafts when designing their own pictures. They spend time carefully choosing resources, talking about what they are making with their friends. These activities support children's communication and social skills effectively.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those facing disadvantage and significant barriers to learning develop important skills ready for starting school. For example, children learn to take turns and share, supporting their personal and social skills. Older children learn to help others, immediately sweeping up sand when they realise it has been spilt. Other children learn to scrape their plates when they have finished their lunch, developing their independence and confidence. These activities help all children to develop their skills effectively. All children achieve well from their starting points.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a calm, caring and inclusive environment. Children benefit from staff who are positive role models. As such, children use polite manners, saying please and thank you, demonstrating respect for each other. Babies are provided with cuddles and comfort, helping them develop strong bonds with staff. Where needed, staff are sensitive when gently reminding older children about behaviour expectations. However, at times, staff are not always confident to deploy themselves most effectively to support children's interactions and help children develop consistently positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff ensure all children, including those with special educational needs and/or disabilities, those facing disadvantage and barriers to learning, are provided with adjustments and adaptions, ensuring they can fully access all areas of the environment. As such, children develop confidence and independence, demonstrating that routines are embedded. For example, babies crawl to the lunch table when they know it is meal time. Other children are provided with spaces to retreat to when they need support to manage their feelings and emotions. Staff praise children and celebrate their achievements well, supporting their personal and social skills positively. Leaders and staff work closely with parents to ensure their children attend regularly in readiness for starting school.

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Curriculum and teaching Expected standard

Leaders have a very accurate understanding of the quality of practice. For example, at times, staff do not always routinely recognise when they can further extend activities to support children's learning even more. Leaders recognise this and are continuing to focus their support to ensure consistency.

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Curriculum and teaching Expected standard

Staff implement a curriculum to ensure children develop knowledge and skills across all areas of learning. They work closely with parents when children start to gather detailed information to help them identify children's next steps. Staff tailor teaching to effectively support those with special educational needs and/or disabilities, those facing disadvantage and barriers to learning.

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Curriculum and teaching Expected standard

Staff teach children a range of skills to support children's communication, physical and mathematical skills. For example, staff support babies to learn sign language to help them communicate. Staff provide older children with a range of activities to support their literacy and language skills and to develop a love of books. At mealtimes, staff support young children to learn to use cutlery, developing their coordination skills. Other children are supported to learn to use a wide range of physical toys outside, developing their balance. Staff encourage children to develop their dexterity successfully. For example, they help older children learn to use scissors effectively ready for when they go to school. Staff skilfully support children to learn to count. For example, younger children enjoy identifying colours and shapes when building with blocks. Older children enjoy adding up how many scoops of

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Curriculum and teaching Expected standard

water they have when exploring outside with staff. Staff are good role models, helping children develop their personal, social and imagination skills. For example, children take turns and share when making their own paint from chalk. These activities support children's skills and understanding successfully.

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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

Leaders and staff ensure all children and families are warmly welcomed at this nurturing and inclusive setting. Children arrive eager to start their day, play with their friends and explore the wide range of activities staff have planned for them. Babies toddle to their favourite staff for snuggles and stories, demonstrating strong attachments. Older children explain to their friends about the setting's mascot and how he helps them learn to care for their environments. Children immediately help to tidy. Staff praise and celebrate children's achievements. These activities very successfully support children's emotional wellbeing, ensuring all children feel very safe and cared for.

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

Children make positive progress from their starting points in their communication, physical and social skills. For example, children thoroughly enjoy exploring play dough, learning to use tools to make different shapes and developing their perseverance and resilience well. Books are plentiful and staff sing rhymes spontaneously to engage children developing children's listening and attention skills effectively. Children are kind to each other, demonstrating care and understanding. For example, older children help their friends to pour drinks and praise them when they succeed. Babies smile at their friends, helping them sit down at lunchtime. This successfully supports children's developing friendships. Children develop their independence skills well. Staff use sign language to help children make choices about what they want to do and play with. This positively supports children's confidence.

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

Leaders and staff ensure children with special educational needs and/or disabilities, and those who face disadvantage and barriers to learning, are at the heart of what they do. They have excellent relationships with parents and other professionals. They ensure families receive swift and effective support where needed to ensure children attend regularly and develop positive routines for the future. Transitions are very smooth, ensuring all children are ready for their next educational stage. All children thrive.

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Next steps

Leaders should support staff further to consistently identify when they can extend activities to enhance children's learning even more. Leaders should further enhance staffs confidence when interacting with children to help them develop consistently positive attitudes to learning.

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About this inspection

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

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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 - 06:30

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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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Children numbers

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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Children numbers

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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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