Bright Horizons Brindley House Day

Nursery and Preschool

Unique reference number (URN): 2854878 Address: Brindley House Nursery, 4 Burkes Road, Beaconsfield, HP9 1PB Type: Childcare on non-domestic premises Registered with Ofsted: 21/07/2025 Registers: EYR Registered person: Bright Horizons Family Solutions Limited

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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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.

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Achievement Expected standard

Children make consistent progress through all areas of learning and development. Staff's support for communication and language means that children are independent learners, who communicate confidently. Staff scaffold children's learning so they make the progress they are capable of. They complete regular observations and assessments to ensure that children have appropriate next steps and make steady progress. This includes preparing children for the next stage in their learning, such as starting school. Children show they are independent and manage their own care needs. Staff work closely with other agencies to put action plans in place, for example, for children with special educational needs and/or disabilities, to ensure there is consistency for children and their families.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and children behave well. Staff consistently provide children with gentle reminders about using good manners and being kind, which are appropriate to their age and stage of learning and development. Children are supported to share and take turns. If conflicts arise, staff support children effectively to resolve these. Children learn about how they are feeling and how to manage their emotions in an appropriate way. Information gathered from parents ensure that children's routines are followed from home, particularly the youngest of children, this provides the children with consistency and a sense of security.

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Behaviour, attitudes and establishing routines Expected standard

Staff build secure and positive relationships with the children and, as a result, children show that they feel safe and secure and have a positive approach to their learning. Recent changes to the lunchtime routines ensure that children's learning is not interrupted. Leaders have procedures in place to ensure that any non-attendance is followed up, this helps to establish secure routines and strengthens relationships.

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Children's welfare and wellbeing Expected standard

Staff know the children well, they have positive relationships with them and form secure attachments. Leaders and managers have provided training to ensure staff know, understand and follow policies and procedures to keep children safe. Staff support children to learn how to lead a healthy lifestyle. They prepare healthy snacks and meals and provide children with plenty of opportunities to be outdoors to develop their physical skills.

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Children's welfare and wellbeing Expected standard

The setting is welcoming and nurturing and staff have created spaces for children to sleep and sit quietly when needed. The key-person system works well, and staff know and meet children's individual needs effectively. For example, staff recognise when children are quieter than usual and check on children's wellbeing. Children are supported to recognise and manage their emotions in an appropriate way. If conflicts arise staff, support children to find solutions.

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Curriculum and teaching Expected standard

Leaders have designed a well-thought-out curriculum that focuses on individual children, helping them to achieve their full potential. Staff have a strong focus on communication and language and support children effectively to develop their vocabulary. The curriculum and planning of activities build on children's interests, their starting points and what they need to learn next. This ensures children benefit from targeted support, enriched experiences and improved progress across all areas of the curriculum. Mathematics is embedded effectively throughout children's play and learning. Children show their understanding by using mathematical language independently.

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Curriculum and teaching Expected standard

Staff's interactions with children meet their individual needs and enhance their learning. Regular singing and storytelling extend children's vocabulary and introduce them to new words. Staff assess children's communication needs and make adaptions to ensure that children are aware of what is happening and what is expected of them. For example, staff use simple signing and now and next boards to support children with special educational needs and/or disabilities and children who speak English as an additional language. Staff provide regular opportunities for children to be outdoors and develop their physical skills. Staff plan activities that support children to work alongside and with each other. Small-group activities teach children how to work together and to take turns. However, at times, staff are quick to solve problems for children. This means, at these times, children are not gaining the skills needed to develop problem-solving skills.

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Inclusion Expected standard

Systems in place are secure to identify when there are delays in children's learning and development. Ongoing assessment ensures that action plans are updated to support ongoing development. When leaders and staff identify delays in children's learning, and/or children have special educational needs and/or disabilities, staff work effectively with other agencies to ensure consistency in the approach to support children and their families. Parents appreciate the advice and support they receive and are provided with home learning to ensure children have consistency and make appropriate progress.

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Inclusion Expected standard

Staff are passionate and training means they understand and are able to provide targeted support. Staff have a secure understanding of the funding available, and this is used appropriately to further support children. Leaders and staff ensure that any additional funding is used effectively to meet children's individual needs and to enhance their learning and experiences. For example, funding is used for training so that staff can understand and effectively meet children's individual needs. Staff adapt their approach and resources to ensure that all children make the progress they are capable of.

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Leadership and governance Expected standard

Leaders are committed to providing children with high-quality care and education and have an ambitious vision for the nursery. The curriculum is sequenced that identifies the skills children should learn at different stages of their development. Leaders have developed their safeguarding procedures and training to ensure staff all have a clear understanding of how to keep children safe. As a result, staff know and follow policies and procedures to ensure the safety of children. Staff have regular one-to-one meetings with managers and leaders to discuss any training or support needed. This supports staff's wellbeing and enables them to progress in their own learning and development.

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Leadership and governance Expected standard

Leaders and staff swiftly identify children who need additional support, including those with special educational needs and/or disabilities, and ensure that appropriate plans are in place to help children achieve to the best of their ability. Overall, parents are happy with the communication and information they receive about their child's daily routines. However, leaders and managers have not ensured that parents understand how they are supporting staff to follow policies and procedures. This means that parents are not reassured about the care provided for children.

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

Children arrive happy and excited for their day at this welcoming setting. Friendly staff welcome the children and help them to settle at activities of their choosing. Staff know the children well and have secure bonds with them, which helps them to settle quickly. Staff are quick to respond to children who need reassurance, this supports children to feel safe and secure. Information gathered from parents and ongoing assessment support staff to plan effectively for children's next steps in learning.

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

Staff have high expectations for children's learning and development. Children build secure relationships with their peers and play well alongside and with friends. Through play and planned activities, children learn to share and take turns. Children understand what is expected of them and follow the clear instruction provided by staff. Older children are learning how to have conversations and to take turns in speaking and listening to their friends. This supports children to understand and respect that others have different views to their own.

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

The curriculum supports children to become independent and confident learners. This includes for children with special educational needs and/or disabilities. Staff plan activities that build on children's interests and develop their knowledge and skills in all areas of learning and development. Staff adapt activities and interactions to encourage all children to

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Inspector:

Nicky Butler take part. Staff extend children's learning as they play. For example, as children mix colours staff support children to recognise that by mixing two colours this will make a new one.

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Next steps

Leaders should further develop staff's skills and knowledge of how to help children solve problems in their play, to enhance their learning experiences. Leaders should continue to develop parent partnerships to ensure all parents receive information about all aspects of children's care and wellbeing.

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About this inspection

The inspector spoke with leaders, managers, practitioners and the special educational needs coordinator during the inspection.

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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.

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Address:

Brindley House Nursery 4 Burkes Road Beaconsfield HP9 1PB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bright Horizons Family Solutions Limited

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Address:

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

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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