Bright Horizons Tytherington Day Nursery and Preschool

Preschool

Unique reference number (URN): EY491847 Address: Springwood Way, Tytherington Business Park, Macclesfield, Cheshire, SK10 2XA Type: Childcare on non-domestic premises Registered with Ofsted: 28/07/2015 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

Children make steady progress in their learning and development. All children gain a range of skills, knowledge and behaviour that is appropriate for their age and stage. Children develop well emotionally, socially and personally. For example, children quickly learn to behave in socially acceptable ways. For example, they wait patiently for each other before beginning meals. Children learn essential personal skills, such as becoming more independent in managing tasks. They pour their own drinks and clear their plates after mealtimes.

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Achievement Expected standard

Children learn to express themselves through verbal communication. Their daily interactions with staff and their peers help them to learn how to use simple vocabulary and sentences. Children describe what they see, or what they want to do and how they are feeling. This supports their onward learning.

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Achievement Expected standard

Children's physical development is prioritised. Children spend a large amount of time in the outdoor areas. There is plentiful equipment to help them gain increasing muscle control, coordination and proprioception as they navigate climbing through tunnels and pulling themselves up on crates.

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Achievement Expected standard

Children learn to adopt a healthy lifestyle. They become accustomed to eating balanced and nutritious meals and learn about how to keep themselves safe in the sun.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff place a great emphasis on ensuring that the daily routines are well understood. As a result, children understand the key activities in the day. They anticipate them and move seamlessly between activities. Staff explain to children what will happen next and why. This helps all children to feel safe and secure, and also prepares them effectively for daily routines in later phases of education.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They learn to cooperate, share and be kind to one another. Staff are positive role models and speak to each other and children with respect. Staff use positive reinforcement to help children know what is expected of them. As a result, there is a harmonious atmosphere in the nursery. When children have minor disagreements, such as when sharing the spray bottles, staff are quick to intervene and help children learn how to resolve the issue peacefully. Children feel safe, valued and respected.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of promoting regular attendance. They follow up on absences in a timely manner. Leaders work with parents to ensure that children are safe and benefit fully from their placement in the nursery.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing is promoted. Children are safe, welcomed and feel valued. Leaders have prioritised creating a nurturing and warm environment. They have worked with staff to support them in providing caring, trusting and respectful relationships with every child and their family.

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Children's welfare and wellbeing Expected standard

Care practices are well considered and safely delivered. Staff understand how to ensure that children are kept safe at sleep times. For example, they understand that any comforters must be closely monitored and removed when children have gone to sleep. Staff work with parents and carers to ensure that sleep routines meet the needs of individual children.

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Children's welfare and wellbeing Expected standard

Mealtimes are well monitored. Leaders have put robust systems in place for handing over food from the kitchen to nursery staff. Staff always sit with children as they eat. Menus are planned by a dietician, meaning they are nutritionally balanced and healthy. Staff have a secure understanding of how foods should be prepared to prevent choking. These procedures help to ensure that children only eat food that is safe for them to do so.

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Children's welfare and wellbeing Expected standard

Children learn how to develop hygienic and healthy habits. For example, they are encouraged to independently wipe their own noses and wash hands before mealtimes. Staff encourage children to keep hydrated during warm weather. Staff teach children why they need to apply sun cream. Children learn how to keep themselves healthy and safe.

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Curriculum and teaching Expected standard

Leaders have put a sufficiently ambitious curriculum in place. Their endeavours for all children to develop well personally, socially and emotionally, are successful. The staff develop caring relationships with children that foster their self-confidence and motivation to learn. Staff give children the emotional support they need, which helps all children to settle in and feel secure in the setting.

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Curriculum and teaching Expected standard

Staff get to know children well, and as such, they can identify what children can already do and what they need to learn next. The environment is very well planned to support child-led learning. Staff plan the learning activities they want to provide and understand how these will support all children's growing readiness for school. However, staff do not consistently identify when they can do more to support children in achieving their next steps. Some staff effectively promote individual learning goals while they interact with children who are playing and exploring, but this is not embedded across the setting.

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Curriculum and teaching Expected standard

Social communication is supported well through the nursery's 'Boogie Mites' programme. The daily music and movement session is particularly enjoyed by the younger children. For example, as the music begins to play, all children become calm and listen. The babies quickly join in with clapping, waving and smiling. That said, the curriculum for literacy is not as well developed for all children. While older children explore books, younger children do not benefit as much from well-planned literacy activities, such as shared reading and exploring books.

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Curriculum and teaching Expected standard

Staff introduce mathematical concepts, such as counting, during their interactions with children. For example, when handing out the plates at lunchtime, staff challenge children to work out how many they will need by counting all the children at the table.

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Inclusion Expected standard

All children and their families are welcomed and fully included in this friendly and professional nursery. Leaders and staff effectively identify children who require additional support to access the curriculum. They take appropriate action to ensure that children receive the support they need and reduce any barriers they have to their learning. Leaders promote a respectful culture in the nursery, which ensures that every child makes good progress.

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Inclusion Expected standard

Leaders and staff work very closely with parents to establish what support children require. For instance, they find out about children's use of different languages and how they like to communicate. This means that staff can readily support children in the nursery.

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Inclusion Expected standard

Children benefit from positive and trusting relationships with staff and thrive in their care. Staff plan for children's individual development by assessing what they can do and what they know. Children are given the time, space and resources they need to meet their targets. For instance, staff recognise when children require quiet time and establish play activities in a calm environment. This helps children to self-regulate.

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Inclusion Expected standard

Leaders ensure that any eligible funds are used appropriately to promote children's learning and development.

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Leadership and governance Expected standard

The nursery is well led and managed by experienced leaders, who work collaboratively to ensure the nursery is of a high standard. Leaders understand their duties in regard to promoting all children's safety and welfare.

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Leadership and governance Expected standard

Disadvantaged children and those with special educational needs and/or disabilities are kept central in leaders' work. This means that children make progress despite any barriers they have to their learning. Leaders understand the key strengths of the setting. However, they do not always identify the right priorities for improvement. Occasionally, leaders are overly positive about the practice they observe and do not focus specifically on how staff can further improve.

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Leadership and governance Expected standard

Staff report that they feel happy and supported in their work. They have received a range of training opportunities to support their continued professional development, including child protection and health and safety practices. Supervision meetings are held with all staff. As a result, leaders are able to continually monitor staff suitability and performance. However, the feedback provided to staff in relation to how to improve their teaching, is not precise enough to develop a consistently strong standard of interactions.

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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

Individualised care meets the needs of all children in the nursery. Babies confidently seek out cuddles and reassurance as they separate from their parents and/or carers. Older children keenly engage staff in conversation about their interests. Relationships formed between children and staff are kind and trusting. Children and their families feel a sense of belonging at the nursery. Parents and/or carers praise staff for their friendly and professional approach.

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

The environment is well planned to help children of all ages develop their curiosity and confidence to learn. Babies explore gloop, which helps them develop their sensory awareness. Toddlers investigate painting on paper and learn to identify colours. Pre-school children play imaginatively with wooden blocks, creating a swimming pool for their friends. Children are busy and engaged in their child-led learning for extended periods of time. Children are happy and have positive dispositions to learning.

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

Children learn how to communicate. Daily music and movement sessions support their social skills and understanding of how language works. Babies clap their hands as they join in enthusiastically. Older children proudly perform the songs they have learned. Physical development is given high priority. Children access the outdoor spaces through the day. They investigate water trays, watching water flow from one container to another. Children balance on beams and negotiate space as they run around. Weekly forest-school sessions help children to begin to learn about the world in which they live. They find out about insects and plants, and learn to use tools safely as they make chocolate mud-pie cupcakes. Children make progress in their learning and development from their starting points. For example, children gain a range of social skills.

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Next steps

Leaders should sharpen the systems used to identify areas for development so that support is focused more precisely to improve practice. Leaders should develop the curriculum of literacy to place a greater emphasis on children's enjoyment and familiarisation with books. Leaders should strengthen the quality of teaching so that all interactions with children are consistently of a high quality.

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About this inspection

The inspectors spoke with leaders, practitioners 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

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Address:

Springwood Way Tytherington Business Park Macclesfield Cheshire SK10 2XA

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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 : 07:30 - 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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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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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

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

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