Bright Horizons Kew Day Nursery and Preschool

Inspection of Bright Horizons Kew Day Nursery and Preschool Townmead Road, Kew, Richmond, Surrey TW9 4ES

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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

Staff positively promote children's emotional well-being. Children display confidence and emotional security as they enter the nursery ready to start their day. Staff encourage babies to be curious as they help them to learn to pull themselves up on the climbing apparatus. This promotes a positive attitude to learning. Leaders have an ambitious curriculum for all children attending the setting. Staff have realistic expectations and support them to successfully develop a range of skills for future learning. For instance, children build on their social skills as they learn to take turns during play. They work collaboratively as they prepare the table for lunch.

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The provision is good

Staff support children's physical well-being and help them to learn to keep themselves safe. For example, staff guide children to negotiate space when using 'ride-ons' as they explore the outside area. Staff help babies and toddlers, who are learning to cruise and walk, to develop resilience when they are encouraged to 'try again' if they lose balance. This supports the development of positive behaviour and attitudes.

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The provision is good

Staff encourage children to develop independence. Children eagerly choose books to explore. Staff respond positively when children communicate their desire for staff to read to them. This helps children to develop their communication and language skills.

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need to do better?

n The curriculum is effective and sequenced by staff, who understand the children's needs. Staff in the pre-school room understand how children learn to develop strong foundations. For example, children choose to cut fruit and vegetables during a free-play activity to learn the skills needed for independent feeding at mealtimes. This helps children to learn to master their personal needs. Overall, staff know what they want children to achieve before they transition. For instance, children in the baby room are confident in selecting activities before moving to the next room. This helps children to develop independence. On occasions, less skilled staff are unsure of the next steps for some children, meaning they do not always have the support to fully extend learning opportunities. n Children develop positive behaviours and are respectful towards each other. For example, during group story time, children pretend to be 'the teacher' and

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need to do better?

others listen attentively and engage with the activity. This helps children learn to self-regulate behaviours, take turns and respect other's choices. Toddlers and babies are encouraged to understand the classroom expectations and routines. For instance, toddlers wash their hands independently and are guided by staff to

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need to do better?

24 September 2025 dry their hands and put the paper towel in the bin. Staff praise children for their achievements and children smile in recognition. n Staff know how to support children's early communication and language skills. Staff who work with younger children use repetition in English and children's first languages to enable children to learn new words. Older children partake in interactive story times that encourage children to make predictions for what may happen next. Staff introduce new words, such as 'title', and ask children to verbalise their understanding. n Parents are complimentary about the nursery, particularly the kind, knowledgeable and professional staff who go 'the extra mile'. They welcome the daily communication about the children's care routines, enabling them to feel confident that the children are happy and safe. Parents value the strong pastoral care but are not always encouraged to share the children's learning experiences

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need to do better?

from home. n The managers are highly motivated and have monitoring systems in place to ensure that good practice is embedded. They support staff through regular team meetings and supervisions. In addition, managers encourage staff to partake in training that will support their roles and personal development. n Children with special educational needs and/or disabilities make good progress. Staff work with external professionals and parents to help children achieve their targets. Staff model language and understand the positive impact of the sensory room on children's development. They use the resources effectively to support children's communication and language development and emotional well-being.

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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 build on current support for less skilled staff to help ensure consistently strong quality learning experiences for children n encourage parents/carers to share learning from home to promote even greater consistency.

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Setting details

Unique reference number EY266308 Local authority Richmond Upon Thames Inspection number 10407360 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 67 Number of children on roll 42 Name of registered person Bright Horizons Family Solutions Limited

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reference number

Telephone number 020 3906 6580 Date of previous inspection 7 January 2020

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Information about this early years setting

Bright Horizons Kew Day Nursery and Preschool registered in 2003 and is located in Kew, in the London Borough of Richmond upon Thames. The nursery is open each weekday from 7.30am to 6.30pm for 51 weeks of the year, except bank holidays. There are 15 staff members. Of these, one holds a level 6 qualification in early years, one holds a level 5 qualification in early years, eight hold a level 3 qualification in childcare, and two hold a level 2 qualification in childcare. The nursery receives funding for free early years education for children aged two, three and four years.

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Inspection activities

n The inspector spoke to children to find out about their time at the nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between staff and children. n The inspector carried out joint observations of group activities with the manager. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery, n The inspector spoke to several parents during the inspection and took account of their views. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum.

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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

24 September 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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