Bright Horizons First Direct Stourton Day Nursery And Preschool

And Preschool

Unique reference number (URN): 2563491 Address: 40 Wakefield Road, LEEDS, Yorkshire, LS10 3TP Type: Childcare on non-domestic premises Registered with Ofsted: 06/01/2020 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 Expected standard

All children, including those with special educational needs and/or disabilities (SEND), make progress from their starting points. Children develop the skills they need for the next stage of their learning, including school. A well-sequenced curriculum typically supports children to build on their existing skills. Children are curious, enthusiastic to learn and eager to explore. Babies show their physical development when they independently crawl and walk from indoors to outdoors. Toddlers enhance their small- and large-muscle development as they squeeze play dough and stomp their feet like dinosaurs. Two- and three-year-old children experiment with water and show their understanding of volume and capacity. Pre-school children show their literacy development as they recognise the initial sound of the first letter of their name.

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Achievement Expected standard

Children with SEND move from using no language to speaking several words together. For example, they confidently explain what they ate for their lunch to staff. Children with SEND have the same opportunities to develop alongside their peers and take part fully in the curriculum.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically build warm, respectful and thoughtful relationships with children. At every opportunity, staff seek permission from children to change their nappy before doing so. They ask children if they can put a bib on them before lunch. Children have a choice of which meal sitting they would like to attend so that this does not interrupt their play. Those returning to the nursery after a period away, or children transitioning from another room, are given sensitive and supportive interactions. These established routines and respectful culture support children's behaviour, emotional wellbeing and development. It also shows how children's voice is valued and important in the nursery. Children demonstrate positive attitudes to learning. They play games and take part in activities collaboratively throughout the nursery. Children learn to share and take turns. Where any minor disputes take place, staff manage these well, offering support to all

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Behaviour, attitudes and establishing routines Expected standard

children as they find a harmonious outcome. Leaders and staff act as positive role models for children. They understand the importance of punctuality and regular attendance for children's education, and this is shared well with parents.

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Children's welfare and wellbeing Expected standard

All children, including those with special educational needs and/or disabilities, develop secure attachments and warm bonds with their key person and other familiar adults. This promotes all children's wellbeing and welfare effectively. Children typically enjoy a healthy and balanced diet. Staff make sure mealtimes are enjoyable and social occasions. Effective and robust procedures are carried out to ensure that children's dietary requirements are met. Staff face children as they eat to help ensure their safety. Pre-school children learn about portion control when they self-serve food, which supports their understanding of healthy eating.

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Children's welfare and wellbeing Expected standard

Effective hygiene practice makes sure that the personal needs of all children are met appropriately. Pre-school children wash their hands independently before lunch and after wiping their nose. Staff support children's oral care and self-care skills. They provide detail and resources to parents to support this learning further, such as information about dental health, toothpaste and a brush for children to take home. Staff place a focus on teaching children about sustainability and their indoor and outdoor environment. They teach children about key topics, including biodiversity, energy and litter. This structure allows children to learn about long-term, sustainable habits and how to look after the world in which they live.

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Curriculum and teaching Expected standard

Overall, the curriculum is ambitious and inclusive and reflects children's interests and their individual needs. The curriculum is adapted to ensure children with special educational needs and/or disabilities are well supported. For example, they benefit from small, focused activities. Leaders continually support staff to deliver the curriculum. Teaching is effective, and, overall, staff engage well with children. However, high-quality teaching skills are not yet consistently embedded. Not all staff consistently consider ways to enhance children's unique interests or curiosity, or step in to extend their learning in the moment.

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Curriculum and teaching Expected standard

Mathematics is woven throughout learning. Children have opportunities for counting, and they learn about shape, size, volume and capacity. There is a sharp focus on developing children's communication, language and their love of books. Toddlers burst into song independently. Staff extend this learning skilfully, introducing more action songs and rhymes, which toddlers excitedly take part in. Pre-school children also engage in songs that repeat fun sounds, such as 'sizzle', 'pop' and 'bang'. Staff prioritise physical development for all children, and this develops incrementally throughout the nursery. The curriculum promotes equality, diversity and children's personal, social and emotional development well. Children develop friendships. Staff support children to reflect on their similarities and to understand what makes them unique.

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Inclusion Expected standard

Leaders and staff identify children's needs quickly and accurately, including the needs of children with special educational needs and/or disabilities (SEND). They gather clear information from parents, which supports their initial assessment of children's learning. Overall, staff use ongoing assessments to identify children's progress and what they need to learn next. However, leaders and staff do not rigorously monitor the targets of all children receiving additional support. Some agreed interventions for children with SEND are not implemented as effectively as others to make a sustained difference to their opportunities and experiences. However, staff do adapt activities well to suit children's communication abilities. For instance, they speak slowly with short phrases to ensure they can communicate effectively with children with SEND.

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Inclusion Expected standard

Leaders and staff work with families, teachers from the local schools and other professionals to make sure children receive the right support. They aid parents with the completion of relevant documentation, such as the education, health and care plan. Parents speak highly of the support for children with SEND. They express thanks to staff for their hard work and dedication to preparing children for the next step in their education. Leaders make sure staff attend relevant training and use additional funding well.

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Leadership and governance Expected standard

Leaders and staff engage with parents and professionals in a positive and thoughtful way. They offer stay-and-play sessions for parents and grandparents to share learning that may happen at home. This supports children's continuity of education and care. Leaders and staff also support parents through times of transition to enable children to settle quickly in new rooms and to move on seamlessly to school.

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Leadership and governance Expected standard

Leaders provide regular opportunities for relevant and appropriate professional development. For example, some staff have completed training that focuses on using open- ended, movable materials to encourage children to direct their own play. Constructive feedback also takes place through supervision, which equips staff to undertake their roles successfully. Staff report that they feel that their workload is manageable and their wellbeing is considered by leaders.

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Leadership and governance Expected standard

Leaders work well together. They are ambitious and continually work with staff to meet the statutory requirements and improve outcomes for all children. Leaders are responsive to all children's needs, including those with special educational needs and/or disabilities. Leaders understand the nursery's strengths and areas for development. For example, staff continue to improve mealtimes to make these a meaningful learning experience for all children.

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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

All children, including those with special educational needs and/or disabilities, are happy at this welcoming nursery. They are well cared for and show how they feel safe and secure. All children freely explore the environment and engage in a range of play. They attend regularly, and this has a positive impact on their learning and development. All children make progress from their individual starting points.

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

Children have a wide-ranging programme of physical opportunities, indoors and outdoors. Babies develop their small muscles through a range of sensory exploration. For example,

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About this setting

they touch and feel ice and sand with their fingers and feet. Toddlers make marks on paper with paint, and some name the colours they use. Pre-school children use their hands to squeeze, roll and shape dough. They create objects that link with the songs they sing, such as 'sizzling sausages'. This sequence of learning supports early writing and school readiness when the time comes.

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About this setting

Mathematics is woven skilfully into learning. For instance, as children draw around their hands, staff encourage them to count their fingers. Pre-school children move on to more challenging concepts. For example, they sing songs that help them to count backwards from ten to zero.

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About this setting

Children play cooperatively and show consistently kind behaviour to each other. They learn about feelings and emotions. Pre-school children listen to recordings of children speaking about their feelings. They are encouraged to explore the meaning of the language and identify the emotions. Children take turns to say what they hear and have purposeful discussions. This learning supports their personal, social and emotional development well.

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Next steps

Leaders should consistently monitor the target of children receiving additional support so that they make a sustained difference to their learning. Leaders should ensure highly effective teaching and interactions with children are embedded so that children excel in their learning and development.

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About this inspection

The inspectors spoke with leaders, staff and the special educational needs coordinator 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. Unique reference number (URN): 2563491

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Address:

40 Wakefield Road LEEDS Yorkshire LS10 3TP

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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 - 18:15

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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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