Bright Horizons East India Dock Day Nursery

Bright Horizons East India Dock Day Nursery

Unique reference number (URN): EY491425 Address: 3 Newport Avenue, LONDON, E14 2ED Type: Childcare on non-domestic premises Registered with Ofsted: 02/12/2015 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 from their starting points and stages of development. They are making progress to enable them to transition smoothly to the next stage of their learning and any subsequent move to school.

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Achievement Expected standard

Older children learn numbers and start to understand the concept of addition and subtraction. They enjoy learning in fun and enjoyable ways, such as using different coloured cubes to add and subtract. Children all work well together, sharing resources around, helping to develop respect for each other.

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Achievement Expected standard

Older children develop their physical skills well. They make good use of resources in the garden, such as the climbing wall and hula hoops, which support them to learn to move in different ways. Although toddlers have access to a garden area, the space available does not support them to fully extend their large muscle development.

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Behaviour, attitudes and establishing routines Expected standard

There is an inclusive culture of respect within the nursery. All staff and leaders have high expectations of all children. Children, from babies through to pre-schoolers, are taught the importance of 'kind hands' and sharing. Children typically demonstrate positive attitudes towards learning and they respect each other. Staff and children build strong bonds which helps to support positive behaviour in the nursery. Staff across the nursery help to teach children how to regulate their emotions. Children learn about their feelings and start to use words to explain how they feel. Once children have received cuddles of reassurance, they are ready to restart their learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically work in partnership with parents to support children's attendance. Parents are encouraged to keep staff informed of any absence, and staff will follow up absences if they have not heard back from parents. This helps staff to track any barriers children may face with their learning and development. Staff have well-established routines in place. They take time to explain routines to all children. Staff generally make use of sign language to support children who may not be able to understand the concept of what is happening next, so they do not get worried about changes that are occurring. This further supports children's all- round learning and development.

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Children's welfare and wellbeing Expected standard

Staff are typically aware of children's routines from home and support these. Staff take time to provide individualised settling-in arrangements for all children. Staff provide a warm learning environment where children feel safe and where staff value the children's wellbeing. Staff carry out safe sleeping procedures. They check children as they sleep to ensure they do not over heat and are well rested. Staff also follow safe eating arrangements to further enhance the wellbeing of the children. Staff make good use of sign language to help and support children to understand what is happening next with routines. Children typically recall what they have been taught. For example, they wash their hands after visiting the bathroom and before meals. Staff work in partnership with parents to support children with toilet training. This generally helps to support children with their independence and next stage of their development. Children talk with staff about how

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Children's welfare and wellbeing Expected standard

vegetables and fruit and are good for them and the impact of good food on their bodies. During rolling mealtimes, staff will swap with each other to ensure their key children have the support they need. This makes sure staff are supervising children as they eat and that all children generally receive the care and attention they require.

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Curriculum and teaching Expected standard

Staff plan a curriculum that is fun and enjoyable for the children. Older children thoroughly enjoy developing their small muscle movements. Staff teach them how to use the knives to cut up the raw peppers and potatoes. They discuss, as a group, what they can make out of the potatoes and they explore the differences in the textures. Staff support babies to develop their small muscles. They learn how to use different utensils, such as rolling pins to flatten sand. They observe different textures of the sand between wet and dry, helping them to learn about the world around them. Toddlers also develop their small muscles through interesting activities. They learn how to use spoons and make mixtures using water and different herbs.

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Curriculum and teaching Expected standard

Although staff plan for children's individual interests, they do not always fully understand what they wish children to learn at some activities. As a result, the implementation of the curriculum does not help all children to make the progress they are capable of.

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Curriculum and teaching Expected standard

Staff model language well, helping children to think about what they are doing and supporting them to learn new words. Staff ensure the learning environment is inclusive for all children, enabling all to make steady progress with their learning and development.

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Inclusion Expected standard

Staff work in close partnership with parents to identify any barriers children may have with their learning and development. They work to identify any early concerns. Staff allow children time to settle in to nursery, track their learning and monitor any gaps they may identify. Although staff work to identify next steps and targets for children, they do not always use these as effectively as they can to support children to make the progress they are capable of making.

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Inclusion Expected standard

Staff work with parents to gather key words in their home languages to enable them to support children learning English as an additional language.

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Inclusion Expected standard

They evaluate resources that are required to further support children's learning. They make use of any additional funding to further support children's learning and enjoyment in the nursery. Recent funding has helped staff to adapt the learning environment to prevent sound vibrating, allowing children to hear better within the room. Staff work in partnership with other agencies to support children's learning and development and attend regular meetings, sharing children's stages of learning and development. This helps to support continuity of care for all children and narrow any gaps in children's learning.

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Leadership and governance Expected standard

Leaders at the nursery have developed a culture of respect and responsibility across the nursery. Leaders and staff are highly mindful of each other's welfare and wellbeing. They support each other well to ensure workloads are manageable. There is a calm and positive atmosphere across the nursery, which contributes to children's behaviour and staff's wellbeing.

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Leadership and governance Expected standard

Leaders appropriately assess learning outcomes from peer-on-peer observations and review any feedback from other agencies and investigations. Recent training has supported staff to understand the importance of respectful behaviour management. Staff's respect is evident across the nursery in the way they speak to children throughout the day. Leaders provide detailed, constructive feedback to help staff improve the quality and delivery of the curriculum and outcomes for children. However, not all staff fully understand what they want children to learn from planned activities, to ensure the learning intentions of the leadership's curriculum are met.

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Leadership and governance Expected standard

Leaders and staff provide detailed feedback to parents throughout the day. They share the individual children's next steps that they are working on with parents, so they can all work together to provide continuity of care and learning for the 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

Children are happy and settled in the nursery. They receive a warm welcome from all staff, who take time to find out how they are from parents and carers. This helps staff to understand children's individual needs for the day and if there are any barriers to children's learning. Children gain valuable independence skills, helping to prepare them for the next stage of their learning and development. Children readily serve themselves their own meals and help to pour their own drinks. Mealtimes are highly social occasions, with staff sitting with the children and promoting discussions.

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

Staff provide a language-rich learning environment, adapting how they communicate to children depending on their ability and stage of learning. Staff work closely with other agencies to support children who require extra help. Staff provide narratives to daily routines and activities to allow children to learn new words. During a creative activity, older children discuss how they eat potatoes and how they look different when raw and cooked. Staff provide a well-thought-out curriculum that helps children to progress towards their early learning goals. Staff take into account children's interests as they plan, helping to make activities fun and exciting for children to participate in.

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

Children thrive in a safe learning environment. Staff carry out respectful behaviour management, helping children to feel valued and supported. Staff take time to explain to children what they are doing and give them options as to what is happening next. This further supports children's personal and social development. Children are given the options as to when to have nappies changed and going to the bathroom, allowing children time to finish their learning at activities. During daily trips to the big garden, older children are fully aware of the routines, holding the walking rope so staff can see them.

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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 : 08:00 - 18:00

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Next steps

Leaders should support staff to fully understand the learning intent of activities and how to extend activities so that every child is provided with consistently high-quality learning experiences. Leaders should consider the learning environment to better support toddlers' physical development.

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About this inspection

The inspector spoke with leaders, staff and children and considered the views of parents and carers 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.

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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

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 .

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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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