Bright Horizons Hatch End Day Nursery and Preschool

Inspection of Bright Horizons Hatch End Day Nursery and Preschool 3 Hillview Road, Pinner, Middlesex HA5 4PB

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children happily enter the vibrant and well-resourced nursery. Staff greet them with warmth and affection, which helps children to feel safe and secure. Children settle quickly after placing their coats on pegs with their photos on and are eager to start playing. Babies and toddlers babble and smile at staff's nurturing interactions. Staff give them the confidence to explore tactile activities and practise their developing mobility using physical equipment. Staff celebrate everyone's uniqueness. This helps the culturally diverse families and staff to feel respected, valued and included.

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The provision is good

Overall, staff plan effective educational programmes that meet children's often complex needs and help all children to make good progress. Staff put in place focused interventions and work in excellent partnership with other professionals to support children with special educational needs and/or disabilities. Children are keen learners and highly sociable. They behave well. Staff introduce fundamental British values through children's play. For instance, they teach children to respect each other, use manners, be kind and share toys with their friends. Children patiently wait for their turn to choose a song to sing. Staff use activities such as planting, growing and cooking sessions to help children to learn about healthy eating and where food comes from.

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need to do better?

n Leaders manage the nursery well and deploy staff effectively across the building. Staff report their well-being is good and they feel supported in their work. Regular supervision sessions focus on staff's professional development, well- being and safeguarding knowledge. Staff report they feel valued in their work. n Children love playing outdoors, which they can access freely. Staff support them to develop their large-muscle skills, such as by balancing on blocks, spinning in hoops, rolling balls and riding toy cars. Younger children hold staff's hands as they walk across foam brick stepping stones and jump off, then keep trying until they can do it on their own. n Babies and children benefit from an environment rich in language. Staff recognise the importance of reading to children to help foster their enjoyment of books. Children join in, confidently pointing to the characters or objects on the page as staff name them. This provides young children with further exposure to

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need to do better?

language and builds on their growing vocabulary. n Partnership working with parents and carers is strong. Staff share information with parents about their child's day, their next steps for learning and how parents can continue with their child's learning at home. Parents are exceptionally happy with the level of care and learning their children receive. They say that staff are friendly, welcoming and provide their children with

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need to do better?

5 June 2025 amazing care. n Staff help children to build their knowledge of the local community. For example, they take children on regular trips. Staff and children visit charity shops to help children to understand how their community supports others. Children also begin to learn about caring for the world they live in. n Children learn about healthy lifestyles. They wash their hands before meals and after using the toilet. Staff remind them to drink water and teach them how to brush their teeth and keep them clean. Children enjoy social mealtimes and sit together around the table. n Leaders and staff plan a stimulating curriculum that reflects children's interests. Children enjoy playing with a wide range of resources that are related to mathematics. For example, they explore natural materials, such as sand and water and make play dough. However, staff do not consistently include mathematical language and ideas into children's play to build on what they

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need to do better?

already know. This means that children do not have consistent opportunities to develop their understanding of early mathematical concepts. n Overall, staff plan children's learning in a clear order. For instance, they help babies move from bottles to beakers. Staff encourage children to help to tidy up and serve their meals. However, staff do not consistently support older children to change their shoes independently before and after outdoor play. This does not consistently help children to develop the skills they need for school. As a result, they have fewer opportunities to build their independence and practise important skills for starting school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review the teaching of mathematics so that children develop a deeper understanding of early mathematical concepts, suited to their age and stage of development n support staff to make the most of opportunities for older children to develop all the skills they need for their move to school.

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Setting details

Unique reference number EY289185 Local authority Harrow Inspection number 10392481 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 79 Number of children on roll 77 Name of registered person Bright Horizons Family Solutions Limited

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reference number

Telephone number 020 3906 6568 Date of previous inspection 27 August 2019

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Information about this early years setting

Bright Horizons Hatch End Day Nursery and Preschool is run by Bright Horizons and registered in 1999. It is located in Hatch End, in the London Borough of Harrow. The nursery is open Monday to Friday, from 7am to 6.30pm, for 51 weeks of the year. It provides government funded childcare. The nursery employs 24 staff. Of these, 20 staff hold appropriate early years qualifications ranging from level 2 to 3.

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Inspection activities

n The inspector and the leader completed a learning walk together across all areas of the nursery to discuss how the curriculum is organised. n The inspector looked at relevant documentation, including staff's suitability to work with children. n The inspector observed children's activities and staff's teaching, indoors and outdoors. n The inspector carried out two joint observations with the leader. n The inspector spoke to parents, staff and children during the inspection and took account of their views. n The inspector held discussions with the leader at appropriate times during the inspection and during a scheduled meeting.

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Inspection activities

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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Inspection activities

5 June 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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