Bright Horizons Otterbourne Day Nursery and Preschool

Preschool

Unique reference number (URN): EY450001 Address: Otterbourne Hill, Otterbourne, WINCHESTER, Hampshire, SO21 2HJ Type: Childcare on non-domestic premises Registered with Ofsted: 05/07/2012 Registers: EYR, CCR 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 Expected standard

Children with special educational needs and/or disabilities and those who face barriers to their learning make sustained and steady progress in their learning and development. They are learning the skills needed to play alongside and communicate with others. Babies babble happily away to each other and to the staff, who give them time to respond during rhymes and storytelling. This helps babies develop their communication and language skills and understand that they are being listened to.

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Achievement Expected standard

Older children use a range of tools, such as cutlery when eating and pouring utensils when transporting water. Typically, children are developing their confidence and self-esteem. However, at times, children are not fully encouraged to problem-solve for themselves. For example, while balancing on unstable equipment in the forest school area, children do not always receive the support to evaluate their own risk and develop problem-solving strategies independently. As a result, there are times when children do not always achieve to their full potential.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for all children. They create a positive culture in which babies and children can grow and develop. Children are set age- and stage- appropriate expectations for behaviour, which are adapted for children with special educational needs and/or disabilities. On the whole, routines are clear and consistently implemented to help children gain a full understanding of what is happening at present and in the future. Consequently, children's emotional wellbeing is fully considered, and they demonstrate that they are happy and settled. This is further supported well by the loving and warm bonds that children develop with staff and other children. Staff are respectful, calm and kind role models. This has a positive impact on how children behave towards each other, to the resources and to the environment. Children receive consistent praise for their positive behaviour and being kind to their friends. They learn from

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Behaviour, attitudes and establishing routines Expected standard

a very young age to take turns and listen to what others have to say.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children show positive attitudes to their learning. They arrive at the nursery with high expectations for a day of enjoyment and learning. The inclusive and positive relationships that leaders and staff have developed with parents ensure that they feel welcomed and listened to. This supports children's regular attendance, forming positive habits for future learning.

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Children's welfare and wellbeing Expected standard

Leaders have a full understanding of the different family circumstances of each child. This helps them to provide individualised support and helps children feel valued, including those children who face barriers to their learning. Leaders and staff develop warm and trusting relationships with babies and children. They work alongside parents to establish babies' sleeping, feeding and weaning routines. This promotes children's wellbeing and health and helps them to develop secure attachments.

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Children's welfare and wellbeing Expected standard

Overall, staff know children well, including those children who face barriers to their learning. They respond quickly to children's needs and emotions. This helps children to feel respected and valued. Older children begin to understand their emotions and the effect that their behaviour has on others. Staff strictly supervise children when they eat and sleep. Staff receive training on supporting children's medical needs and managing dietary requirements and allergens. This approach keeps children safe.

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Children's welfare and wellbeing Expected standard

Children generally develop positive, healthy habits for the future. They enjoy a wide range of nutritious foods and snacks. Staff use opportunities such as mealtimes to discuss the benefits of healthy eating and exercise. In addition, children benefit from forest school sessions where they enjoy taking appropriate risks in their play, particularly when climbing trees. They negotiate space effectively with their peers, demonstrating awareness of others around them.

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Curriculum and teaching Expected standard

The oversight of the curriculum has improved, and this has allowed leaders to identify gaps in children's learning experiences and take action to address this. However, there are some gaps in staff teaching, which means that there are occasions when children's learning can be more incidental than purposeful. For example, there are times when staff disrupt children's learning to take them to other activities. In addition, some do not consider the disruption to children's learning as they lead children away from activities to have their nappies changed. Consequently, there are times when children are not as engaged in their learning as they could be.

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Curriculum and teaching Expected standard

Typically, the teaching of mathematics is well established. Babies join in counting rhymes and older children learn and use the language of measurement, such as 'more' and 'less', as they engage in water play. Children develop an understanding of language and two-way conversations as they listen to stories and contribute to discussions. All children have access to well-designed outside spaces where they can negotiate obstacles and run around in the fresh air. Children use 3-wheeled bicycles to propel themselves along. They have access to activities that they may not previously have experienced. This helps lessen the gaps in children's experiences and overall enjoyment.

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Curriculum and teaching Expected standard

Children with special educational needs and/or disabilities have access to a curriculum that is precisely matched to meet their learning and development needs. As a result, these children make steady progress from their starting points.

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Inclusion Expected standard

Overall, leaders are ambitious for all children, including those with special educational needs and/or disabilities and those who face barriers to their learning. The early identification of children's needs effectively supports timely assessments and referrals to external agencies. Leaders work closely with parents to design a bespoke package of intervention that celebrates each child's unique differences. They regularly meet to adapt and suggest further areas of support that may be needed. Typically, staff are encouraged to further develop their skills, which helps them to quickly identify and support children's needs. Leaders collaborate with other professionals, such as speech and language and occupational therapists. This helps them to monitor children's progress and identify the next steps for their learning.

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Inclusion Expected standard

Additional funding is used wisely. Leaders ensure that, when necessary, children are provided with one-to-one support or are included in an enhanced ratio. This ensures that children benefit from individualised attention and/or the opportunity to join in small-group interventions. For example, children who often prefer to play independently are beginning to interact more with their peers and develop their confidence, particularly when they share a common interest in an activity. As a result, all children make the steady progress that they are capable of and gaps in their learning are lessened over time.

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Leadership and governance Expected standard

There have been significant improvements since the last inspection. Leaders have taken effective action to address the weaknesses that were identified. They have worked hard to ensure that staff have a full understanding of their roles and responsibilities, including how to maintain children's safety through reporting and following up on any concerns they may have. Leaders have a secure understanding of the families who attend and the nursery's context. They are reflective and committed to providing a high level of education and care for all children, particularly those who face barriers to their learning. They work alongside outside professional agencies, including schools, to ensure that children receive a targeted approach during their time at nursery and beyond.

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Leadership and governance Expected standard

Parent feedback is positive and compliments the individualised approach that leaders provide for them. Parents mention that their children make progress and are fully prepared for moving onto school. Staff are happy in their roles and say that they feel valued and listened to. They have ongoing opportunities to progress their skills within the company and contribute their own ideas to the day-to-day running of the nursery, such as making changes to the environment that benefit children with special educational needs and/or disabilities. Leaders have identified areas for development in the curriculum and teaching. They are aware that the knowledge and confidence of some staff needs to improve in order to raise to a higher level the quality of the delivery of the curriculum. These plans have yet to be fully embedded.

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

Children at this setting, including those who have special educational needs and/or disabilities, enjoy a safe and welcoming environment. Leaders and staff work hard to help children overcome barriers that may impact their learning. Children are settled, happy and confident in their environment. They are eager to explore the activities that are on offer, and they demonstrate their enjoyment of the secure bonds that they form with other children and staff. Children feel safe and secure and confidently approach staff for a cuddle when they feel a little unsure or take a tumble. Babies benefit from sitting with and leaning into staff as stories are read to them. They settle well into the nursery as they are provided with kind and plentiful reassurances. Children's emotional needs are carefully considered before they transition throughout the nursery. This helps them to move onto the next stage in their

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

learning with confidence and ease, and only when they are ready to do so.

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

Children receive a high level of support, particularly for those children who face barriers to their learning. This helps to build their self-esteem and confidence. Children receive support to successfully achieve and make progress. They are fully ready for the next stage in their education, such as moving onto school. Children become increasingly independent. Babies

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Address:

Otterbourne Hill Otterbourne WINCHESTER feed themselves and receive encouragement to pull themselves up on furniture in order to build on their muscles that are later needed for walking. Older children serve their own food, attend to their own toileting needs and make choices from a wide range of resources to support their play and learning. Children receive a high level of support, particularly for those children who face barriers to their learning, helping them develop positive attitudes to their learning. They are further supported by the positive relationships staff establish with parents, which enables signposting and ideas for home learning. Parents are provided with information that links children's successful future outcomes to regular attendance. Consequently, children attend regularly and on time.

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Next steps

Leaders should further support staff in ensuring that activities are purposeful, engaging and in line with the curriculum intentions. Leaders should further support staff in developing children's problem-solving and critical thinking skills.

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About this inspection

The inspectors spoke with leaders, practitioners, the special educational needs coordinator, children and parents 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. Hampshire SO21 2HJ Type: Childcare on non-domestic premises

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About this inspection

Registered person: Bright Horizons Family Solutions Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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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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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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