Bright Horizons Northcote Road Day Nursery and Preschool

Preschool

Unique reference number (URN): EY460053 Address: 119a Chatham Road, London, SW11 6HJ Type: Childcare on non-domestic premises Registered with Ofsted: 20/03/2013 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's achievements are continuously celebrated, resulting in them becoming independent learners and well prepared for when they move on to school. They are keen and interested to learn. Younger children explore and increasingly develop their physical skills during outdoor play. They show confidence as they attempt to climb the steps and get on and off the see-saw independently. Older children confidently use wheeled toys, skilfully showing spatial awareness as they ride with speed around other activities. They show pride in their achievements, for example when they successfully master their skills to use bats and balls, and enjoy the praise given by staff.

p.2

Achievement Strong standard

All children show a strong love of books, and this is evident across the setting. Older children use books independently, recalling stories and sharing books with their friends. Babies and younger children enjoy stories and songs with staff, successfully developing their vocabulary as they repeat words and phrases.

p.2

Achievement Strong standard

All children behave well, developing their social skills as they play cooperatively and actively share and take turns during play. For example, older children freely share chalk and the space on the board as they confidently make marks and patterns together and talk about the different colours with staff.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create and embed a calm, safe environment for all children. Staff consistently reinforce positive expectations of children's behaviour and also role model this with each other. Consequently, children show a commitment to looking after their learning environment. They independently make choices of toys they want to use and transport them inside or outside during play. At tidy-up time, all children quickly help to tidy away toys and books. Older children use small mops to clear up any spilt water under the water trays, and children actively help to set up and clear away at mealtimes. These well-embedded routines and expectations successfully help children adopt a positive attitude to learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff are warm and caring towards children, building secure relationships that enable children to feel safe to play and explore and return for reassuring cuddles when needed. This helps children to develop their emotional resilience.

p.3

Behaviour, attitudes and establishing routines Strong standard

Staff are highly successful in supporting children to express their feelings and resolve any disputes themselves. They encourage children's effective communication skills so that children learn to discuss and resolve any disputes themselves. For example, children use egg timers to support turn-taking or find more resources so that they all have one each. Consequently, children's play and learning is successfully extended.

p.3

Behaviour, attitudes and establishing routines Strong standard

Leaders are proactive with their approach to encouraging children's regular attendance and punctuality so that children develop good habits that aid their future learning. Leaders monitor children's attendance effectively, including the reasons for any absences. This helps to keep children safe.

p.3

Children's welfare and wellbeing Strong standard

Children have a high sense of belonging across the nursery, and leaders and staff make their wellbeing a priority. The key-person system is consistently embedded across the setting. As a result, staff know children well and are highly responsive in meeting their individual needs. Staff are attentive and successfully support children's emotional wellbeing, including at times when they may become unsettled and need extra support. As a result, any disruptions are successfully minimised, and children quickly return to their activities. Overall, the well-embedded daily routines enable the day to flow with a relaxed, purposeful atmosphere.

p.3

Children's welfare and wellbeing Strong standard

Staff show high regard in promoting children's good health. All children enjoy regular outdoor play, enabling them to take part in regular exercise while running around and using a wide range of play equipment. They benefit from a balanced diet of healthy meals and snacks. Mealtimes are relaxed sociable events, enabling children to choose the foods and amount they want to eat while chatting with their friends and staff. Children accurately follow the daily routines as they line up to scrape their plates and clear away when they have finished. They independently wash their hands before and after meals and use mirrors to check their face is clean. Staff work closely with parents to promote a consistent approach to toilet training. Children also learn about oral hygiene while taking home the nursery mascot with its toothbrush, and they bring in photos to show and tell their friends. These life skills

p.3

Children's welfare and wellbeing Strong standard

successfully promote children's wellbeing and help them to prepare for when they move on in their education.

p.3

Curriculum and teaching Strong standard

Leaders and staff offer high-quality teaching for children in an environment that is planned effectively to meet their individual needs. Leaders have clear ambition for the curriculum, and this is consistently seen throughout the setting. Staff know exactly what they want children to learn and give full consideration of different ways to approach this to support their interests. For example, staff place role-play toys at low levels to successfully encourage babies' movements and early walking skills. They give lots of praise when children reach their chosen toys. Staff are mindful to support children's emotional wellbeing. They initiate role play, such as washing and dressing dolls to support children who have new baby siblings in the home.

p.3

Curriculum and teaching Strong standard

Staff actively encourage children's love of books. They frequently read books with children, and children use books independently during indoor and outdoor play. They go on regular trips to the local library, and children also take books home from the nursery lending library. This consistent practice across the nursery actively supports children's language and literacy skills and aids their future learning.

p.4

Curriculum and teaching Strong standard

High-quality practice is embedded across the setting. Leaders' and staff's approach is child centred, ensuring well-embedded routines and high levels of engagement that help all children to successfully make progress across all areas of learning. Staff seize every opportunity to weave children's early mathematical skills into their play. They encourage them to count, consider sizes and shapes and recognise numbers. Older children use rods to catch large plastic fish in the water tray and confidently talk about the numbers on their fish. Staff follow younger children's interests as they talk about their small digger truck and about the big diggers they saw outside, using real-life experiences to further promote children's learning effectively.

p.4

Inclusion Strong standard

Leaders and staff show high regard to promoting inclusion for all children. They take prompt action to initiate support plans and identify children's emerging learning needs. As a result, children with special educational needs and/or disabilities make rapid progress from their starting points and quickly develop skills that enable them to purposefully engage in activities. For example, staff use visual timetables and props to support children's learning about what is happening now and next. They make effective reasonable adjustments, especially during transition times, so that children's individual needs are successfully met and any impact on the daily routine is minimised. Children are caring and considerate towards each other. They show understanding and acceptance of their differences as they talk and play alongside their friends, while knowing that their friends may not always respond.

p.4

Inclusion Strong standard

Leaders and staff work closely with parents and external agencies. This ensures information is shared effectively. For example, staff review and implement strategies recommended by speech and language therapists to further aid children's communication and language skills. They take effective action to support children who face barriers to their learning. This includes working with parents and professionals to aid successful transitions to school and effective support for children who are learning English as an additional language.

p.4

Leadership and governance Strong standard

Leaders' professionalism and high expectations of staff are mirrored in staff's conduct and knowledge of their roles and responsibilities. Leaders are highly effective role models. They work closely with staff, enabling them to have a clear oversight of their practice and actively encourage staff's ongoing professional development. As a result, the high-quality teaching and well-embedded routines are consistent across the nursery. This ensures all children make the best possible progress in their learning and development and are well prepared for when they move on in their education.

p.4

Leadership and governance Strong standard

Leaders are ambitious and continuously evaluate the quality of the service they provide. They work with the local authority and take part in initiatives that further promote children's learning experiences, such as gardening, recycling and forest school activities. This enables them to successfully expand the curriculum and meet children's individual learning needs and interests.

p.5

Leadership and governance Strong standard

Leaders and staff work closely with parents to share regular updates about their children's progress. They implement effective strategies to promote the early identification of any special educational needs and/or disabilities. They work closely with parents and external agencies so that children get the support they need. Many siblings have attended since the setting opened, and parents value the continuity of care offered by staff and the welcoming family atmosphere this has created.

p.5

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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 warm and welcoming nursery. They arrive happily and settle quickly at their chosen activities, showing their sense of belonging as they greet staff and their friends. All children, including those who have special educational needs and/or disabilities or who face other barriers to their learning, benefit from the highly effective key-person system that is embedded in all staff's practice. Consequently, staff fully understand children's individual needs and build close relationships that help children to feel emotionally secure and valued.

p.6

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

Children develop the knowledge, skills and confidence they need to secure the best start in life. They benefit from a broad and well-sequenced curriculum that is centred around their individual learning needs and interests. Staff's meticulous planning ensures activities are inviting and spark children's interests, enabling them to become fully engrossed in their play. As a result, children flourish and make rapid progress from their starting points.

p.6

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

Children are becoming avid gardeners. They enjoy digging and exploring and regularly water their flowers and vegetables. They show pride as they show their tall sunflowers and actively learn about nature and life cycles. Younger children excitedly watch a spider with staff and learn how to keep it safe. Children's learning is successfully extended further as they have fun while going on imaginary missions with staff to rescue minibeasts.

p.6

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

Staff are calm and highly responsive to children's needs and interests. They engage them in meaningful discussions and encourage younger children to learn new words during play. Children behave well and are becoming independent learners. They actively transport toys and books to the outdoor play area to extend their play, creating a bustling and purposeful learning environment for all children.

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Bright Horizons Family Solutions Limited

p.7

Address:

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

p.7

Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

p.7

About this inspection

The inspectors spoke with leaders, parents, staff and children 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.

p.7

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.8

Strong standard

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

p.8

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.8

Needs attention

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

p.8

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.8

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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9