Bright Horizons Rose Cottage, Haywards Heath Day Nursery and Preschool

Day Nursery and Preschool

Unique reference number (URN): 2555610 Address: The Old Sawmills, Copyhold Lane, Lindfield, Haywards Heath, Sussex, RH16 1XT Type: Childcare on non-domestic premises Registered with Ofsted: 24/09/2019 Registers: EYR 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

Achievement Expected standard

Overall, all children achieve well from their starting points, and they make age- and stage- appropriate progress in their development. This helps children to be prepared for the next stage of their learning, including their move to school. Children generally embed new knowledge they have gained. This includes learning new words and using them in context. For example, children talk about the binoculars they used during their forest school session. Children with delays in their development make visible strides in their progress, such as beginning to say some words clearly and learning to walk. However, at times, some children with developmental delays do not consistently benefit from targeted learning and support. At these times, children spend long periods engaging in their own play, and staff do not always consider ways to build on their self-chosen activities to further extend their progress. This

p.2

Achievement Expected standard

does not provide children with more opportunities to practise new knowledge and skills to ensure that this learning is fully embedded. Nevertheless, these children still progress well in their development.

p.2

Achievement Expected standard

Children show that they feel safe and secure at the nursery. For example, they freely explore their learning environment. They engage in the activities and experiences that interest them, such as practising their football skills as they confidently kick a ball into a goal.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, staff effectively support all children, including those who face barriers to learning, to show positive behaviour. For example, staff assist older children to calmly resolve issues with their friends. Staff encourage children to think about how they can resolve the situation, and children learn to consider solutions, such as using different resources. Children show kindness to their friends, such as giving them toys when they cannot find one for themselves. Children readily engage in opportunities to work collaboratively with others. This includes arranging football activities where they work out who will kick and who will catch the ball. Staff praise this positive behaviour, which further embeds children's understanding of how they are expected to behave. However, at times, staff do not always ensure that they are deployed well to enable them to respond swiftly when they notice episodes of poor behaviour. At these times, children are not fully supported to behave well.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show that they are familiar with the daily routines, such as knowing when it is time to wash their hands. Older children learn to scrape their plates after they have finished eating and to put their dirty items away. This helps children to develop an awareness of how to manage tasks for themselves.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders implement an effective attendance policy. They work closely with parents to ensure that they are aware of the importance of regular attendance and punctuality. This helps children to continue to progress well in their development.

p.3

Children's welfare and wellbeing Expected standard

Leaders and staff prioritise children's emotional wellbeing and implement effective strategies to enable children to settle quickly. For example, leaders ensure that staff get to know children well so that they can meet their needs. For example, staff ensure that they provide children who are feeling a bit unsure with more one-to-one support to enable them to develop secure bonds with them. As such, younger children show their attachments with their familiar adult and are easily comforted by them when they become unsettled.

p.3

Children's welfare and wellbeing Expected standard

Children benefit from opportunities to develop an understanding of keeping themselves healthy. For example, staff ensure that they follow children's routines at home. Staff also teach children about healthy eating. This provides them with consistent messages about how to look after their bodies.

p.3

Children's welfare and wellbeing Expected standard

Children are supported to build on their independence skills from an early age. For instance, younger children learn to wash their own hands, while older children serve their own meals and clear up after themselves when they have finished eating. Staff also ensure that the learning environment is arranged so that children can engage in independent learning. This helps them to develop an ability to meet their own needs.

p.3

Curriculum and teaching Expected standard

Leaders maintain effective oversight of the curriculum and teaching, which allows them to accurately identify both the strengths of the nursery and the areas for further development. For instance, leaders recognise that the curriculum is well established within the outdoor provision, and they are now working with staff to ensure it is equally embedded across the indoor environment.

p.3

Curriculum and teaching Expected standard

Overall, the curriculum is implemented well and supports children to progress well in their development. For example, leaders and staff ensure that children are supported well to develop their communication and language skills. Staff speak to children as they take part in activities. They speak clearly and use repetitive words with younger children so that they can develop an understanding of what these new words mean. Staff also encourage older children to join in with back-and-forth conversations. This includes reminding children of past events or giving them time to recall what they have previously learned. Children eagerly share what they know, which gives them opportunities to develop their vocabulary.

p.3

Curriculum and teaching Expected standard

Children are generally well supported in developing their mathematical understanding. For example, staff use opportunities during activities to support children's understanding of numbers, quantity and size. However, the teaching of wider mathematical concepts is not consistently embedded across the nursery. This does not fully enable children to grasp a deeper understanding of mathematical concepts.

p.4

Curriculum and teaching Expected standard

Staff consider ways to adapt teaching during adult-led activities, so that at these times all children benefit from teaching that supports them in their individual next steps. For example, staff encourage younger babies to mix and pour during a sensory activity, while they support older babies to learn the names of colours. This enables children to develop age- and stage- appropriate skills and knowledge.

p.4

Inclusion Expected standard

Leaders and staff ensure that they get to know all children well. They regularly observe children and assess their progress, which enables staff to quickly identify when they need additional support. They work in close partnership with parents so that children receive the support they are entitled to. Leaders have also improved their systems to ensure that parents are made aware of any additional funding that may be available in order to help provide children with the best start in life. Leaders and staff share all relevant information with other agencies involved in children's care and development, so that they can implement agreed strategies to support children's continued progress. This includes ensuring that children have access to specialist equipment to enable them to be included in all aspects of nursery life.

p.4

Inclusion Expected standard

Leaders and staff thoughtfully consider ways to arrange the learning environment so that it supports all children, including those who face barriers to their learning, to independently choose what they want to engage with. For instance, children enjoy spending time throwing and catching a large dice, which helps them to build on their physical skills. However, at times, children engage in independent play for extended periods, which can limit their opportunities to benefit from focused teaching that effectively supports their ongoing learning.

p.4

Leadership and governance Expected standard

Since the last inspection, leaders have made improvements, such as further building on partnerships with parents and other agencies involved in children's care. This has enabled them to strengthen the quality of experiences that children have at the nursery. Leaders are reflective and continually strive to offer the best possible care and learning for all children. They ensure that they have effective oversight of the nursery, including observing staff practice and giving them feedback to further enhance the quality of their teaching. Staff report that they enjoy working at the setting and are supported well by leaders in their wellbeing and professional development. Leaders ensure that staff complete mandatory training, including safeguarding. They also support staff to undertake additional training, such as specialist child development courses, to further build on staff's understanding of how children learn and how they can be supported in their learning. This further builds on

p.4

Leadership and governance Expected standard

Overall, leaders have an accurate overview of the strengths of the nursery, such as strong partnerships with parents and other agencies. They have also identified areas for development, such as enhancing the curriculum in the indoor provision so that it is implemented as well as the outdoor provision. This enables leaders to design an action plan to continually drive improvements within the nursery.

p.5

Leadership and governance Expected standard

Leaders ensure that children access the available support and funding to enable them to make the best possible progress in their development. This includes supporting staff to identify gaps in children's learning promptly and working with parents and other agencies to implement support for them.

p.5

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

Children are happy and very settled at the nursery. They develop secure bonds with staff and readily go to them when they need comfort and reassurance. Staff respond warmly, such as giving hugs when children ask for them. Staff know children well, which enables them to anticipate children's needs. For example, staff ensure that unsettled children have a familiar adult readily available to support them during their day. This further builds on children's sense of safety and security, which enables them to fully engage in their learning.

p.5

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

Staff successfully arrange the environment so that children have the freedom to interact in learning that interests them and supports their overall development. As such, all children show high levels of engagement as they freely explore their indoor and outdoor surroundings.

p.5

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

Children actively seek out opportunities to engage in independent play and adult-led activities. Staff readily welcome children when they show an interest in group activities. For example, when younger children indicate that they want to take part in the forest school experience that the older children are doing, staff ensure that there are enough resources so that they can join in. Staff also ensure that they spend time talking to each child, which gives them a chance to share their thoughts and ideas. This helps children to feel valued and included and develop positive relationships with staff and their peers.

p.5

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

Staff successfully use the outdoor environment to create a variety of learning opportunities for children, such as teaching them about the local wildlife. Children also learn to care for the on-site animals, which enables them to show kindness for living things and develop

p.5

Address:

The Old Sawmills, Copyhold Lane, Lindfield Haywards Heath Sussex RH16 1XT

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registration date: 24/09/2019 respect for their world around them. Children also develop an understanding of managing risks for themselves, with gentle support from staff. For example, they learn to navigate the uneven ground of the woodland area. This also helps children to strengthen their large muscles.

p.6

Next steps

Leaders should support staff to further enhance their practice and provide more opportunities for children with gaps in their learning to benefit from teaching that precisely targets their ongoing development. Leaders should enhance the teaching of mathematics to help children grasp a deeper understanding of mathematical concepts. Leaders should support staff to deploy themselves effectively to enable them to consistently respond swiftly to incidents of poor behaviour.

p.6

About this inspection

The inspector spoke with leaders, staff, parents and carers during the inspection.

p.6

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. Registered person: Bright Horizons Family Solutions Limited

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.7

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.

p.8

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.

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8