Brighttots Nursery

Brighttots Nursery

Unique reference number (URN): 2756563 Address: 1 Imperial Drive, Harrow, HA2 7BP Type: Childcare on non-domestic premises Registered with Ofsted: 22/11/2023 Registers: EYR, CCR, VCR Registered person: Brighttots Childminder 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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Inclusion Strong standard

Leaders promote inclusion highly effectively and ensure that children's individual needs are identified and supported. Staff know children well and use information gathered from observations and discussions with parents to understand children's development and plan appropriate support. This helps ensure that children, including those with special educational needs and/or disabilities (SEND), are able to participate fully in nursery life.

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Inclusion Strong standard

Staff use a range of strategies to support understanding. These include modelling language, using visual cues and adapting their interactions during activities and routines. This helps children who speak English as an additional language understand routines and activities so they can participate confidently alongside their peers.

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Inclusion Strong standard

Leaders work closely with parents and external professionals where additional support is required. They seek advice from relevant services and ensure that appropriate referrals are made when needed. Leaders also use additional SEND funding thoughtfully to provide targeted resources and staff training that strengthen the support available for children.

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Inclusion Strong standard

Staff adapt activities and the learning environment to remove barriers to participation and learning. The key-person approach helps staff develop a secure understanding of each child and builds trusting relationships with families. All children feel they belong within the nursery community. They participate confidently in activities, form positive relationships and develop confidence and independence from their starting points.

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Achievement Expected standard

Children make progress across all areas of learning and develop growing confidence as they participate in activities and routines. They join in group activities and respond to familiar words and actions. For example, during circle time, children participate enthusiastically and remain engaged as they listen and respond to songs and prompts from staff. However, staff interactions do not consistently support children's thinking and communication skills.

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Achievement Expected standard

Children show curiosity and persistence as they explore activities and materials. They handle resources with increasing control and confidence, and enjoy experimenting as they play. These experiences help children develop early problem-solving skills and independence.

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Achievement Expected standard

Children also develop social skills as they take part in shared activities with their peers. They cooperate during play, follow familiar routines and become increasingly confident in joining in with group experiences. All children demonstrate growing confidence in their abilities and show enjoyment as they take part in learning experiences throughout the day. They are developing the skills they need in preparation for school.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote positive behaviour and attitudes through consistent routines, clear expectations and calm, supportive interactions. They model patience, turn-taking and respectful communication, helping children understand expectations and interact positively with others. When children become frustrated, staff respond sensitively, explain boundaries clearly and redirect play appropriately. This helps children develop self-regulation and supports them to return to positive play.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to this approach and show growing independence, cooperation and confidence during daily routines. Staff encourage children to help tidy resources and prepare for activities, linking routines to personal responsibility while providing reassurance and guidance. Children follow familiar routines increasingly well and take pride in completing small tasks.

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Behaviour, attitudes and establishing routines Expected standard

Staff recognise children's individual social and emotional needs and adapt their approach accordingly. This helps children feel secure and understood and supports them to develop confidence when trying new experiences. By reinforcing routines and modelling positive behaviour, staff create a respectful and caring environment, where children develop secure social skills. Children cooperate with others, engage willingly in activities and demonstrate positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff also work closely with parents to support consistent routines and expectations, helping children benefit from continuity in their care and learning. Leaders promote the importance of regular attendance.

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Children's welfare and wellbeing Expected standard

Staff promote children's welfare and wellbeing effectively and create an environment where children feel safe and secure. Daily routines are organised so children can explore the environment with confidence while knowing adults are available to support them.

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Children's welfare and wellbeing Expected standard

Staff promote children's health through consistent routines. Children wash their hands at appropriate times and follow familiar hygiene practices throughout the day. They enjoy healthy food and take part in activities that help them learn about healthy habits. For example, children explore resources that promote their understanding of oral health and help them begin to recognise how to care for their teeth. These experiences support children to develop an early awareness of healthy routines.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to play outdoors, where they develop physical confidence and enjoy active play. Staff supervise children carefully and ensure that the environment remains safe and suitable for their needs.

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Children's welfare and wellbeing Expected standard

Staff follow safe practices during care routines and activities so children remain protected. Positive relationships with staff help children feel comfortable and confident within the nursery environment. Staff support children to recognise, express and manage their emotions through sensitive interactions and clear guidance. This helps children to develop a secure sense of emotional wellbeing. Through these approaches, children develop an early understanding of healthy routines and experience a setting, where their safety and wellbeing are supported.

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Curriculum and teaching Expected standard

Leaders and staff deliver a curriculum that supports children to build knowledge and skills across the areas of learning. Staff understand how children learn through play and use this knowledge to plan experiences that encourage exploration and participation. Through well- timed interactions, staff introduce vocabulary, model language and support children to develop practical skills well overall.

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Curriculum and teaching Expected standard

Planned activities help children practise and strengthen new skills. For example, during sensory play with farm animals and natural materials, staff model the names and sounds of animals as children handle the resources. Children repeat key words and copy animal sounds as they explore the materials. Staff encourage children to name the animals and describe what they are doing during the activity. However, staff do not consistently support children's thinking skills and encourage them to share their ideas during activities. This slightly hinders their communication skills.

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Curriculum and teaching Expected standard

Leaders prioritise children's physical, personal, social and emotional development as part of the curriculum. Staff also use songs, stories and shared activities to promote listening and attention. Children repeat words, copy actions and respond to adults during group experiences, helping them become increasingly confident in joining in. Staff adapt teaching and resources so children with additional needs can participate alongside their peers. They work closely with parents and use their understanding of children's development to ensure learning experiences remain accessible and meaningful. Staff use assessment to check what children know and can do and use this information to tailor teaching to children's different starting points, needs and stages of development.

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Leadership and governance Expected standard

Leaders provide clear direction for the nursery and ensure that children benefit from an organised and stimulating environment. Overall, they review practice well, and consider how activities, routines and experiences can be developed so children remain engaged and continue to build new skills.

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Leadership and governance Expected standard

Leaders monitor children's development through observation and assessment and use this information to identify next steps in learning. This helps staff plan experiences that support children to develop confidence and build skills across the areas of learning.

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Leadership and governance Expected standard

Leaders prioritise secure partnerships with parents. They share information about children's learning and development, and work closely with families to support children's care and routines. Parents speak positively about the nursery and value the communication they receive.

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Leadership and governance Expected standard

Leaders work with external professionals, where additional support is needed, and ensure that appropriate advice and guidance are sought. Additional funding is used thoughtfully to provide resources and to support the training and professional development of staff, so that children's needs can be met effectively. Through reflective leadership and ongoing communication with staff and families, leaders maintain a setting, where children feel included, supported and ready to continue their learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children are happy, confident and feel secure in this welcoming nursery. They are warmly greeted by staff and settle quickly into the routines of the day. Staff know the children well and respond sensitively to their needs, helping them feel safe and valued. Information shared by parents about children's routines, interests and individual needs helps staff support children effectively from the start. Staff promote the importance of regular attendance and support parents to ensure children attend consistently. All children settle quickly and engage confidently in activities and play.

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

Children enjoy a range of opportunities to explore and learn throughout the day. Staff provide experiences that encourage curiosity and participation while allowing children to develop independence. For example, children take part in activities, such as preparing fruit kebabs, where they handle ingredients, make choices and enjoy tasting what they have prepared. Younger children explore sensory materials and interactive resources, while older children develop practical skills through everyday experiences.

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

Inclusion is central to daily practice. Children who speak English as an additional language are supported through modelling language and visual cues so they can participate alongside their peers. Staff work closely with parents and other professionals, where children need additional support with their development.

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

Children play cooperatively and begin to understand expectations during routines and activities. They develop friendships and enjoy playing alongside others. Children also benefit from opportunities to play outdoors, where they develop physical confidence and explore the environment. Overall, children experience a caring and inclusive environment, where they feel they belong, develop confidence and enjoy learning through everyday experiences.

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Next steps

Leaders should strengthen opportunities for children to share ideas during activities to further support their thinking and communications skills.

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About this inspection

The inspector spoke with leaders and staff 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Brighttots Childminder Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 18:00

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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. 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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