Bright Horizons Millhouses Day Nursery And Preschool

Preschool

Unique reference number (URN): EY544933 Address: 11 Archer Drive, SHEFFIELD, S8 0LB Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2017 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

Achievement Strong standard

Children achieve fantastically well across the ambitious and carefully sequenced curriculum, and make sustained progress from their starting points. Children develop a strong understanding of their emotions and confidently use strategies to self-regulate. For example, some children use visual cues to understand routines and anticipate what will happen next. This helps them manage transitions successfully. Children develop strong emotional resilience and increasing independence. They feel safe, secure and confident as they move between activities and daily routines.

p.2

Achievement Strong standard

Children develop highly effective communication and language skills that enrich their play, learning and relationships. They confidently share ideas, negotiate roles and collaborate with their peers. For example, children work together to plan a hospital role play, discussing responsibilities as they mix pretend medication and organise the rescue of a patient. Children are very well prepared for each stage of their learning and for their eventual move to school. Children benefit from robust transition arrangements and continue to thrive from the outset, building securely on the excellent progress they have already made.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded highly effective procedures to monitor attendance and swiftly follow up on any absence. They maintain strong oversight and work closely with families to understand their individual circumstances and promote regular attendance. This proactive approach contributes significantly to children's safety and wellbeing. The respectful culture established by leaders is deeply embedded throughout the nursery. Warm, nurturing relationships between key persons and children underpin every aspect of practice. Staff place children's learning, wellbeing and dignity at the centre of daily interactions and routines. They communicate respectfully with babies and children, gaining eye contact and seeking permission before offering support. For example, staff use signing to ask babies if they would like help when exploring challenging physical experiences. Babies are given time to consider and respond, demonstrating the value staff place on children's voice and

p.2

Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary. They consistently show kindness, respect and consideration for others. Children listen attentively, share ideas and take turns during play. For example, during role-play activities, children sensitively support their friends' communication needs, patiently allowing them time to think and respond. This highly inclusive culture ensures that all children, including those who face barriers to learning, feel valued, respected and fully included. Secure attachments with sensitive key persons help children feel exceptionally safe and emotionally secure. Staff advocate for children and genuinely listen to their wishes and preferences. As a result, children demonstrate remarkable levels of confidence and independence in managing daily routines. For example, children recognise when they need rest and independently choose a calm, safe space to sleep, showing developing awareness of their own emotional and physical needs. Staff

p.3

Behaviour, attitudes and establishing routines Strong standard

closely monitor their safety throughout.

p.3

Children's welfare and wellbeing Strong standard

The nursery's nurturing approach is deeply embedded in practice and underpins the strong relationships that staff build with children and their families. Warm, trusting partnerships begin well before children start attending. Key persons establish meaningful relationships with families during the maternity period, enabling them to gain a detailed understanding of babies' individual needs, routines and family circumstances. Families are welcomed into the setting and given opportunities to spend time with staff, learn about nursery life and experience the high-quality care and learning on offer. This collaborative approach helps parents feel valued and reassured, while ensuring that children experience a seamless transition into the nursery. As a result, babies quickly develop secure attachments with their key persons, feel safe and emotionally secure, and confidently begin to explore their new environment.

p.3

Children's welfare and wellbeing Strong standard

There is a consistent focus on children's welfare and wellbeing and priority given to their developing autonomy. Children thrive in an environment where their wellbeing and growing independence are at the heart of daily practice. Well-established routines provide consistent opportunities for children to become increasingly self-sufficient. For example, babies develop the coordination needed to feed themselves, younger children learn to use cutlery with increasing competence, and older children demonstrate exceptional independence as they follow hygiene routines and take responsibility for tidying away after meals. Consequently, children develop remarkable levels of independence, confidence and self- care, preparing them extremely well for the next stage in their learning.

p.3

Curriculum and teaching Strong standard

Inspirational room leaders mentor their teams, constantly reflecting on the quality of the curriculum that they teach children. Staff understand that every interaction with children is an opportunity for teaching and learning. They are highly skilled at adapting teaching in the moment, interweaving early mathematical learning and fully engaging in purposeful interactions with children that promote their curiosity. The curriculum is precisely sequenced so that children develop excellent language skills to communicate effectively. They ask thoughtful questions, share their insight and ideas and use challenging vocabulary in their play. For example, children make a river of pretend lava and staff join them to develop their understanding further. Children use new vocabulary such as 'explode' and develop understanding that lava is hot, splashing it with cold water to 'cool it down'.

p.3

Curriculum and teaching Strong standard

There is a sharp focus placed on children's communication and language development. Babies and children regularly share stories and engage in singing. For example, babies enjoy multi-sensory song times in the garden. As they sing together, babies 'sail across the sea' and staff blow bubbles to bring the experience to life. They introduce words such as 'splish' and 'splash', and as a result, babies learn to attend to what is being said, developing their spoken language and understanding of new vocabulary. Staff identify the small steps that children need to practise to gain competence in a physical skill. For example, as children play with dough, staff focus their teaching on developing children's dexterity to stretch, roll and squeeze the dough. Children join in with songs that staff sing to teach them these actions. As a result, children develop the motor control they need to use tools, such as scissors. Leaders are highly ambitious in their pursuit of sustained excellence. They

p.4

Curriculum and teaching Strong standard

continue to refine and strengthen the implementation of the curriculum to ensure exceptional standards in teaching, learning and curriculum delivery are consistently embedded and sustained over time.

p.4

Inclusion Strong standard

All children, including those with special educational needs and/or disabilities (SEND), are extremely well supported to achieve their full potential. From the outset, key persons establish highly effective partnerships with families and swiftly identify children who may benefit from additional or specialist support. This prompt identification ensures that children receive the help they need at the earliest opportunity, enabling them to make excellent progress from their starting points.

p.4

Inclusion Strong standard

Staff demonstrate a secure understanding of each child's individual needs and skilfully adapt provision to remove barriers to learning. They precisely tailor learning experiences and interventions to address gaps in development and build on children's strengths. Supported by passionate leaders, key persons devise ambitious and highly individualised support plans that break learning into manageable, achievable steps. For example, some children receive targeted support to develop their communication and language skills through high-quality interactions with their key person, including shared book experiences. Key persons use effective teaching strategies to extend children's vocabulary and improve their pronunciation. Consequently, children make noticeable gains in their language development and are increasingly confident communicators.

p.4

Inclusion Strong standard

There is rigorous oversight of children's progress. Leaders monitor the implementation and impact of support plans. Their passion and unwavering commitment to inclusive practice are reflected throughout the staff team, who place the child's voice firmly at the centre of decision-making. Staff regularly engage in robust observation, assessment and review cycles, working collaboratively with parents and other professionals to evaluate progress and identify next steps. They share relevant information effectively, including strategies for home learning and updates on children's achievements towards their targets. Partnerships with families and professionals are strong and purposeful, resulting in well-targeted support that has a demonstrable and sustained impact. Consequently, children with SEND make measurable progress, are fully included in nursery life and are very well prepared for the next stages in their learning.

p.4

Leadership and governance Strong standard

Leaders demonstrate an unwavering commitment to excellence. They maintain an accurate and rigorous understanding of the nursery's strengths and areas for development, using highly effective self-evaluation to drive continuous improvement. Their ambitious vision and high expectations for quality are shared by all staff. As a result, high standards are consistently maintained and children achieve particularly well. Leaders are adaptive and responsive to the changing needs of the setting. They maintain strong oversight of the nursery through effective monitoring and review. They adapt procedures to meet the changing needs of the setting, ensuring information about children is recorded and analysed effectively. This helps safeguarding leaders identify emerging concerns and assess potential risks at the earliest opportunity.

p.5

Leadership and governance Strong standard

Inspirational room leaders motivate and empower their teams to make a meaningful contribution to improving the quality of provision. Highly effective supervision arrangements promote reflective practice and support staff to identify ambitious professional goals that further enhance children's experiences and outcomes. Staff benefit from extensive training, coaching and professional development opportunities, equipping them with the knowledge and skills to meet the needs of all children. For example, leaders facilitate specialist training and guidance that enables staff to implement consistent and highly effective strategies to support children with additional needs.

p.5

Leadership and governance Strong standard

Partnership working with parents is especially effective and purposeful. Leaders and staff recognise the vital role that families play in children's learning and development and actively involve them in the life of the nursery. Key persons take responsibility for leading meaningful partnership meetings, sharing detailed information about children's progress, achievements and next steps in learning. This collaborative approach ensures continuity between home and nursery and has a significant positive impact on children's care, learning and development.

p.5

Compulsory Childcare Register requirements

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

p.6

Register

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

p.6

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 thrive in this wonderfully nurturing and welcoming setting, where they form warm, trusting relationships with staff from the very beginning. Children feel safe, secure and valued because staff take the time to get to know them and their families extremely well. Before children start, and during transitions within the nursery, staff go above and beyond to support children's wellbeing, providing families with opportunities to visit, explore the environment and learn about the experiences on offer. As a result, children quickly settle and develop a strong sense of belonging. Staff gather detailed information about each

p.6

Inspectors:

child's interests, routines and individual needs, ensuring they are highly responsive to children's welfare and wellbeing from the outset. This enables children to feel emotionally secure and ready to engage fully in their learning and play.

p.7

Inspectors:

Children flourish as they move through the highly ambitious and carefully sequenced curriculum. They become confident, capable and increasingly independent learners. Skilled staff place emphasis on communication and language, ensuring children develop the confidence to express their ideas, listen to others and engage in meaningful conversations. This helps children play cooperatively and respectfully together. They confidently negotiate roles, share ideas and ensure that others are included in their play. For example, children create a pretend milkshake café in the garden, enthusiastically inviting others to join them. They discuss the flavours available and explain that the 'pink milkshake is strawberry not raspberry', demonstrating their developing vocabulary and ability to articulate their ideas. Children show high levels of engagement, sustain their concentration and draw on what they have learned during their play. Consequently, they acquire the knowledge, skills and

p.7

Inspectors:

confidence they need for their future learning.

p.7

Inspectors:

Children are highly curious, motivated learners who embrace new experiences with enthusiasm. They show high levels of concentration and determination as they explore, investigate and solve problems during their play. Children demonstrate resilience when faced with challenge, confidently testing out their ideas and persevering because they feel safe and supported by the nurturing relationships they have with staff. Children develop understanding of how to keep themselves safe, supported by the setting's safety mascot, 'Candy Floss'. Staff consistently weave safety messages into everyday interactions and routines, helping children to build secure knowledge and make informed choices.

p.7

Next steps

Leaders should ensure continued improvement in the setting's successful implementation of the curriculum to realise a transformational impact on all children's achievements.

p.7

About this inspection

The inspectors spoke with staff, leaders, parents, children and the special educational needs coordinator 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. Leah Selfridge Jane Tucker

p.7

Address:

Type: Childcare on non-domestic premises

p.8

Address:

Registered person: Bright Horizons Family Solutions Limited

p.8

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.8

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.9

Strong standard

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

p.9

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.9

Needs attention

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

p.9

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.9

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.10

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.10

Urgent improvement

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

p.10

Urgent improvement

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

p.10