Bright Horizons Peckham Rye Day Nursery and Preschool

Preschool

Unique reference number (URN): EY283916 Address: 24 Waveney Avenue, Peckham Rye, London, SE15 3UE Type: Childcare on non-domestic premises Registered with Ofsted: 23/02/2004 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 benefit from a curriculum that is tailored to promote their individual needs and overall development. Babies learn new vocabulary in the context of their play. For example, they know the names of herbs, such as 'mint', and they explore smelling the herb. Children build on their imagination. For example, babies learn to play musical instruments 'slower' and 'faster' as staff sing to them. Older children, who previously needed support with their communication and language skills, demonstrate progress from their starting points. Children are prepared well for the next stages in their learning.

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Achievement Expected standard

Children benefit from regular opportunities to be physically active and to play in the fresh air. Children across all age groups enjoy exploring different textures, using their senses. Children with special educational needs and/or disabilities focus well, for instance, as they explore catching objects in the net during water play. On some occasions, children are not fully supported to learn the appropriate use of resources and this interrupts their learning at times.

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Behaviour, attitudes and establishing routines Expected standard

Leaders, managers and staff promote positive relationships within the setting and teach children to take account of the needs of others during play. They take appropriate steps to intervene and support children to resolve any issues with peer relationships and to develop respectful relationships with each other. Staff promote children's understanding of the lives of people and communities around the world. These experiences support children to develop positive attitudes towards differences.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children engage well during activities as staff know children's interests and plan activities that stimulate their curiosity. Furthermore, staff actively promote children's choices. For example, children who do not wish to join in group time receive support to choose alternative activities that interest them. Children are motivated to explore, and they are typically happy and settled.

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Behaviour, attitudes and establishing routines Expected standard

Staff pay particular attention to supporting children to adapt to new routines, for instance, when they transition between rooms within the setting. For example, they teach older babies to learn to use open cups and to learn to use cutlery to support their independence and to prepare them for next stages in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff work in partnerships with parents to support children to learn to use the toilet independently. They share information effectively with parents to understand and support children's sleep and mealtime routines.

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Behaviour, attitudes and establishing routines Expected standard

Staff work closely with parents to support children's attendance. They share information effectively with parents and other agencies to understand and support the needs of children who are known to social services.

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Children's welfare and wellbeing Expected standard

Staff focus well on supporting children's emotional wellbeing. They support children with adapting to changes, such as the arrival of a sibling. They provide several opportunities for older children to talk about and overcome any anxieties, if any, regarding starting school. They read stories to children about starting school and promote positive discussions about the changes. These experiences support children to develop a positive approach to change and helps to prepare them for the next stages in their learning.

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Children's welfare and wellbeing Expected standard

Staff share information effectively with parents to understand and support children's care, medical and dietary needs. They work together with parents to support children's early understanding of oral hygiene and the importance of visits to the dentist.

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Children's welfare and wellbeing Expected standard

Staff adapt activities well to enable all children to participate in the learning experiences they offer. For example, they take account of the needs of children with allergies, while planning cooking activities related to cultural celebrations. Children feel included and develop a sense of belonging.

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Children's welfare and wellbeing Expected standard

Leaders support staff to identify and minimise risks to children's safety and ensure their wellbeing. For instance, they have identified that some areas of the garden are temporarily not suitable for children's use, and they have decided not to use these areas until the issue is resolved. Leaders have not addressed some inconsistencies in handover processes between staff, to fully support continuity in children's experiences.

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Curriculum and teaching Expected standard

Leaders support staff to plan and implement a curriculum that is ambitious and enables individual preparation for children's next stages in their learning.

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Curriculum and teaching Expected standard

Staff stimulate older children's participation during book reading activities. They encourage children to express their thoughts and ideas and talk about emotions. Typically, children focus well during these activities. Staff provide several opportunities for children to extend their communication skills and learn new vocabulary. Babies learn to name animals. Children with special educational needs and/or disabilities (SEND) learn to follow instructions, for instance, when staff engage their participation in interactive games outdoors. However, staff do not always provide opportunities for children to engage in learning experiences that reflect their home languages.

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Curriculum and teaching Expected standard

Staff skilfully use regular opportunities to introduce children to numbers, counting and mathematical vocabulary. They challenge older children's learning by encouraging them to calculate one more or one less than a given number. Children with SEND learn mathematical vocabulary, for instance, as staff encourage them to identify the 'big' and 'small' ducks during water play. Staff chat with older babies about the numbers that represent children's nappy size, thereby using regular opportunities to introduce children to early mathematics.

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Curriculum and teaching Expected standard

At times, staff do not support and guide children to learn the appropriate use of resources, for instance, to hold scissors effectively during arts and crafts activities. Children hold the scissors with their thumb in the lower ring, which does not allow them to achieve desired results while cutting paper.

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Inclusion Expected standard

Leaders and managers establish effective partnerships with parents and professionals to assess, identify and meet the needs of individual children. They liaise closely with other agencies to meet the needs of children who are known to children's social care. They gather information from parents and professionals, and develop and implement health care plans, to meet children's dietary and medical needs. Children and families feel welcome in this inclusive provision.

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Inclusion Expected standard

Leaders support staff to plan and deliver a curriculum that is ambitious and is targeted to support individual children's progress from their starting points. Staff plan clear next steps in children's learning and combine these with children's interests to stimulate their engagement in learning. For example, children who need support to form friendships receive encouragement to play interactive games with their peers. Children with special educational needs and/or disabilities and those who need support with communication skills are stimulated to respond. For instance, when their peers call out 'What's The Time, Mr Wolf?', they respond, saying 'one'. Staff model to children to say 'one o'clock', helping them to extend on what they say.

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Inclusion Expected standard

Leaders and managers have not fully addressed some gaps in information sharing processes within the team. Some staff who work with children who speak English as an additional language are not informed of the languages children are familiar with in their home environment. They do not consistently use this information to enhance the learning experiences of individual children.

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Leadership and governance Expected standard

Leaders have improved staff supervision and the processes to monitor staff progress towards their individual goals and objectives. They have provided training for staff to refresh their understanding of safer sleep routines for children. They have improved the setting's procedures for recording and responding to complaints. Leaders have taken action to strengthen supervision of children with allergies and to ensure their wellbeing.

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Leadership and governance Expected standard

Most staff have worked at the setting for several years and are passionate about their work at the setting. They express positive views about leaders' and managers' support for their wellbeing. Parents express positive views about their children's time at the setting and that their children are happy to come in. Most parents state that they receive regular updates from staff about their children's learning.

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Leadership and governance Expected standard

Leaders work closely with other agencies to meet the needs of children with special educational needs and/or disabilities and those known to children's social services. They ensure that staff know the children well and plan effectively for children's care and learning. However, information sharing between staff is not fully embedded to enable an effective handover when staff cover other staff's absences. This sometimes leaves staff with lack of clarity regarding staff's temporary roles and responsibilities. At times, staff who work with children are not aware of children's home languages to support and enhance children's learning experiences further.

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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

Children are happy to meet the staff on arrival. Most children settle down quickly and are keen to engage in play. Children who are hesitant to separate from their parents and carers are reassured by staff. For example, young children feel encouraged to transfer to staff when staff chat with them about activities and resources that interest them.

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

Children enjoy playing outdoors with their peers and benefit from opportunities to meet with children of other age groups who attend the setting. This helps to support their social skills. Children develop their physical skills and learn to keep safe, for instance, as they pedal trikes and learn to walk on balancing beams. They learn to share and take turns during play and staff support them to play cooperatively with peers. Children develop their independence. Babies learn to express their choices, for instance, they say single words to indicate what they would like to sing next. Toddlers and older children know to empty their plates in the bin after meals.

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

Younger children show familiarity with songs and join in with corresponding actions. For example, they move their fingers in response when they hear the word 'twinkle'. They show they are happy as they smile and move their bodies to the rhythm. Older children learn to contribute to discussions. They benefit from opportunities to understand and talk about changes, such as what may be different when they move to school. These experiences help to prepare children for the next stages in their learning. Children who need support with their communication skills and those with special educational needs and/or disabilities receive encouragement to use words in play and learn new vocabulary. They build confidence in joining in play with their peers, as staff promote their interactions and encourage their participation.

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Address:

24 Waveney Avenue Peckham Rye London SE15 3UE

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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 - 18:30

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Next steps

Leaders should strengthen support for staff to fully embed effective handovers, particularly when staff cover other staff's absences. Leaders should support staff to help children develop a consistent understanding of the appropriate use of resources, to further support children's uninterrupted play and learning. Leaders should support staff to help children extend on the communication skills they develop through their familiarity with their home language.

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About this inspection

The inspectors spoke with leaders, practitioners, special educational needs coordinator, parents and children 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. Local authority: Southwark

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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. 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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