Bright Horizons Salcombe Day Nursery and Preschool

Inspection of Bright Horizons Salcombe Day Nursery and Preschool 33 The Green, Southgate, London N14 6EN

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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

Leaders and staff offer a broad curriculum and are ambitious for all children. They are positive role models and overall, promote children's behaviour well. Staff plan and implement a good range of motivating play experiences, to help children to build firm foundations for their future learning. For instance, children practise their early writing skills as they create 'tickets' to use on their pretend train. Staff explore and have fun alongside children, skilfully guiding their learning and providing lots of praise. This helps children to feel confident about what they can do.

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The provision is good

Staff provide a safe and welcoming space. There is a well-established key person system, where staff provide personalised care and support to children. This helps children to settle well and form secure attachments. Staff follow younger children's 'home-from-home' routines and are consistently kind and respectful. For example, they seek children's consent before they wipe their faces or change their nappies. Staff plan the learning experiences around children's interests and fascinations, which helps to nurture their curiosity and desire to learn. Children demonstrate this as they investigate how paints can be mixed to create new colours and shades. They are delighted when they make the colour brown and chat happily about all the brown things that they can think of.

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need to do better?

n Leaders strive for continuous improvement in the setting. They are mindful of staff's well-being and place a high value on their professional development. This helps to keep staff at all stages in their careers enthusiastic and motivated about their roles. n Staff foster children's critical thinking and problem-solving effectively, supporting them to confidently approach and work through challenges. For instance, older children make their own play dough, deciding how much of each ingredient they need to add to get the right consistency. Staff are encouraging and supportive when children add too much water or oil and allow them time to work out how to put this right. n The setting is fully inclusive, with strong and trusting relationships between staff and children. There is a clear focus on supporting children with special educational needs and/or disabilities (SEND). Staff work closely with parents and

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need to do better?

other professionals to ensure that children get the support they need. Leaders use additional funding for children effectively, to provide resources which engage and enhance their learning. This helps children with SEND to make good progress from their starting points in development. n Staff promote children's communication and language development well throughout the setting. Stories, songs and lively discussions form part of the daily routine for children, introducing them to a range of new words. Children,

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need to do better?

3 July 2025 including those who speak English as an additional language, become confident communicators. n Overall, children behave well. Staff support them to share and offer gentle reminders about rules, such as using 'kind hands'. However, while staff tell children what they should and should not do, they do not always explain why, to help them begin to regulate their behaviour more independently. n Staff support children's healthy lifestyles well. Children have daily opportunities to exercise in the large garden and take part in movement and music sessions. Children enjoy the healthy meals and snacks provided. They develop their understanding of healthy eating as they chat to staff about which foods help to build healthy bodies. n Children are confident and independent during their play. They learn to manage personal hygiene routines, such as washing their hands before meals. However, staff do not consistently consider further ways to develop children's personal

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need to do better?

care skills. For example, they do not encourage younger children to wipe their own faces after eating. n Leaders and staff value their partnerships with parents and carers. They encourage parents to be involved in their children's learning, such as by providing books to share at home. Parents are very complimentary about the setting and comment that their children are happy and settled. They appreciate the detailed feedback from staff, which provides a good insight into their children's time at the setting. n Leaders have worked with staff to improve the supervision of children. They ensure that children are consistently in sight and hearing of staff.

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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 help children to recognise the consequences of their actions and begin to regulate their behaviour more independently n consider how to enable children to develop a broader range of personal care skills.

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Setting details

Unique reference number EY286538 Local authority Enfield Inspection number 10409231 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 75 Number of children on roll 80 Name of registered person Asquith Nurseries Limited

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reference number

Telephone number 020 3906 6581 Date of previous inspection 15 May 2023

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Information about this early years setting

Bright Horizons Salcombe Day Nursery and Preschool registered in 2004. It is situated in Southgate, in the London Borough of Enfield. The setting is open from 7am until 6.30pm, Monday to Friday, for 51 weeks of the year. The provider employs 31 members of staff, of whom 25 staff hold early years qualifications, ranging from level 2 to level 4. The setting provides government funded childcare for children aged from nine months to four years.

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Inspection activities

n The manager showed the inspector around the childcare premises. She explained how the curriculum and the provision is organised to promote children's welfare and learning. n The inspector observed the quality of the education and considered the impact on children's learning. This includes a joint observation with the manager. n Leaders met with the inspector to discuss issues such as staff recruitment, supervision sessions and training. They ensured that relevant documents were available for the inspector to view. n Parents, staff and children shared their views and experiences with the inspector at appropriate times during the inspection.

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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

3 July 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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