Bright Horizons Portswood Day Nursery and Preschool

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About Bright Horizons Portswood Day Nursery and Preschool

Name Bright Horizons Portswood Day Nursery and Preschool
Ofsted Inspections
Address 27 Winn Road, Portswood, Southampton, Hampshire, SO17 1EJ
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Southampton
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happy and eager to start their day at nursery.

They form secure attachments with the adults that care for them. Babies enjoy warm and nurturing support that gives them confidence to persevere in self-chosen challenges. For example, very young children show resilience as they practise their physical skills on the step and slide unit.

They smile broadly in delight when they achieve what they set out to do. Older children have good opportunities to develop their language skills. They receive support to use their working memory to demonstrate what they know.

This builds on previous activities have engaged in to find out about springtime and the natural world. For instance, during a still-life drawing session of spring flowers, children use descriptive language to refer to the daffodils on the table. This prompts a discussion about 'growth'.

Children explain that when seeds are planted, they need soil and water to grow. Furthermore, children receive exposure to new words connected to this experience, hearing words such as 'bloom' when referring to what happens when plants change over time. This contributes towards extending children's vocabulary.

Children have opportunities to practise their independence skills across the whole nursery. Babies show great enthusiasm for feeding themselves at mealtimes. Older children wash their hands before snack time and confidently use small jugs to pour themselves a drink.

On the whole, children behave well, and they receive sensitive support to consider their behaviours, which they respond positively to.

What does the early years setting do well and what does it need to do better?

Leaders and managers are rigorous in their self-evaluation and accurately identify strengths and areas for development. They seek the views of parents, staff and children to review the quality of what they provide.

This feedback contributes towards driving even further improvements to ensure that children receive good quality care and education.Leaders have a sound understanding of what they want children to learn and why. They promote a curriculum that supports all children to acquire new skills and knowledge based on what they already know and can do, in readiness for their next stages in learning.

However, there are inconsistencies in how staff precisely plan and implement the curriculum. They consider activities and resources prior to really thinking about what it is they want children to learn first. As a result, this can lead to confusion, with children's next steps being too broad in their approach.

Despite this, children show they are making steady progress in their learning and development.Staff make good use of advice from external professionals to support children with additional needs. This provides key persons with specific strategies to implement in the nursery so children receive targeted support to help them catch up.

Staff use a variety of ways to promote children's communication skills, including a large number of children who speak English as an additional language (EAL). This is through engaging children in discussion, singing and sharing stories. Children enjoy talking about favourite books and the context of the story with their friends.

Staff suitably follow processes to help children who speak EAL make connections in their learning. However, at times staff practice is variable and approaches to support children who speak EAL are not followed up as quickly as they could be. Nevertheless, children demonstrate they are settled and have exposure to experiences that support their developing language skills.

Leaders recognise the importance of internet safety. They share information with parents on how to protect their children when they are using online resources. Staff ensure that children only access devices with adult supervision.

However, children have fewer opportunities to learn about e-safety to help them understand how to stay safe online.Children are keen learners; they demonstrate curiosity and show motivation to join experiences that are on offer. Children seek out friends and huddle together to talk about their play plans.

Well-organised mealtime routines support children's independence and dietary needs well.Children are keen to share with friends and adults details of the activities they join in outside of the nursery. Staff successfully build children's self-esteem and emotional resilience through celebrating their successes at home.

For example, children talk about park fun runs they have completed and proudly show a medal received linked to these events.Parent partnership is extremely effective. Leaders and staff use personalised information about children to tailor their care and education.

Parents highlight how staff provide guidance and additional resources to promote consistency in learning between home and the nursery.


The arrangements for safeguarding are effective.Staff have a clear understanding of the indicators of abuse and neglect.

The designated safeguarding lead is secure in her roles and responsibilities. She ensures that staff receive child protection training and regular updates. All staff know the process to follow to report and refer concerns when a child may be at risk of harm.

The manager regularly asks questions to staff members regarding a range of safeguarding issues. This includes county lines, whistle-blowing, and domestic violence. This enables her to monitor their ongoing knowledge and address any gaps as part of staff's professional development.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop all staff's teaching skills even further so they are clear how to precisely sequence the planning and implementation of the curriculum to provide a sharper focus on well-curated next steps of learning for all children.nenhance staff's awareness to consistently implement strategies to support children who speak English as an additional language to enable them to boost their communication and language development skills.take steps to ensure that children are taught how to recognise risks and what to do to keep themselves safe when accessing digital technology online.

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