Bright Horizons Bristol Day Nursery and Preschool

Preschool

Unique reference number (URN): 2585560 Address: Clanage Road, Bedminster, Bristol, BS3 2JX Type: Childcare on non-domestic premises Registered with Ofsted: 19/03/2020 Registers: EYR, CCR, VCR 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 generally achieve well. They learn the skills and knowledge they need to succeed in their next stage of development. Older children are skilled at hearing some of the patterns sounds make within words. This prepares them well for their future learning. Babies and young children enjoy reading. They learn to handle books with care as staff build anticipation through exploring lift-the-flap stories.

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Achievement Expected standard

Once established, children who experience disadvantage make progress. They use the skills they learn to interact socially with other children. These children are confident to initiate their own games with others. Children enjoy singing. They sustain their concentration as staff sing mathematical songs with them. Children enjoy the visual prompts that staff use. These help children to maintain their concentration and participation. They are confident to join in with their own ideas, such as by saying there are '3 ducks left.'

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff typically have high expectations of children's behaviour. Staff proficiently engage children and redirect unwanted behaviours well. When children become over excited, staff remain calm. Their instructions help children to focus and concentrate on their next learning activities. Children generally behave well. On the rare occasions when children do not notice the effect their behaviour has on others, staff skilfully step in. They explain how their actions have had an effect on others. Children listen well and modify their behaviours. Overall, they treat others with kindness and respect.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to manage their emotions well. They put plans in place and collaborate closely with parents and carers to use consistent strategies at home and in the setting. This helps children with emerging needs to settle and quickly become calm when they become overwhelmed. Staff use positive praise to reinforce the expectations for

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Needs attention

children's behaviour in the setting. Children understand what staff expect of them and follow routines well. They play games alongside one another. Children learn to share and take turns. They are building the patience needed to wait for their go. Leaders promote regular and punctual attendance. The follow up with parents to ensure children benefit from regular attendance at the setting.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that is generally effective. It supports all areas of learning. Leaders are ambitious for all children and ensure that the curriculum is typically taught well. Some staff are effective teachers. They successfully engage children in small- group sessions. These sessions teach children the skills and knowledge they need to develop well. Babies listen intently as staff describe the properties of toys, such as by saying it is 'squashy'. This builds their vocabulary. Babies are confident to join in offering their contributions saying it is 'yellow'. Older children successfully learn about the condition's seeds need to grow. Staff celebrate their accomplishments.

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Curriculum and teaching Expected standard

Learning is generally sequenced well. Staff weave mathematical language into daily learning activities throughout the setting. Younger children build an enjoyment of books, which they share with staff. While staff expertly teach older children pre-reading skills. The provider prioritises children's physical skills from the moment they start at the setting. Staff encourage babies to move with increasing confidence. Older children learn to balance on planks in the garden. Leaders have improved the outdoor environment, which helps children to benefit from lots of physical activity. Leaders have an accurate understanding of how to enhance teaching. However, there are occasions when some staff do not extend children's learning further. For instance, while children enjoy pouring water, this becomes repetitive and does not teach children skills or knowledge they need to make progress. Leaders have identified this and have appropriate support is in place to build staff confidence in teaching

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Children's welfare and wellbeing Needs attention

Leaders have identified improvements needed in staff deployment. However, staff do not consistently embed these to ensure children receive robust supervision. For instance, when staff are getting resources ready or tidying up, some staff have brief moments where they do not notice where children are playing. When this happens, they are not able to anticipate and respond to meet children's needs. Leaders have provided staff with training. This has improved staff knowledge and communication between them. They are well positioned to watch, care and interact with children. However, this is inconsistently applied and some staff are not vigilant enough.

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Children's welfare and wellbeing Needs attention

Staff cultivate warm and trusting relationships with children. They are respectful in their conversations with them. Care routines are gentle, as staff explain to them what is going to happen next. This helps children to feel safe as they are prepared and know what is going to happen. Children learn about healthy food choices as they enjoy hot, cooked meals, while staff ensure they are safe as they eat.

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Children's welfare and wellbeing Needs attention

The provider is effective in developing partnerships with parents and carers. They conduct home visits to build meaningful relationships with children and their families. Staff are empathic to the transition that children make as they start at the setting and tailor their first experiences to meet the emotional needs of children as they start, particularly for those that experience disadvantage. Children settle well and quickly, particularly babies.

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Inclusion Needs attention

The provider does not consistently identify children's emerging needs accurately or respond to them promptly. While staff identify some needs and put plans in place to support children's emotional development, these do not consistently meet all children's learning needs. There are times when parents and carers raise concerns about children's needs, but the provider waits too long before assessing and putting effective support in place. When this happens, children do not get the targeted intervention to support their learning quickly enough. However, where they do accurately assess children's needs, children with special educational needs and/or disabilities (SEND) do make progress. In these instances, staff know children's needs well and follow appropriate plans that prepare children for the next stages in their learning.

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Inclusion Needs attention

The provider works well with external agencies to secure the long-term support that children need. Staff build positive relationships with children, which ensures they feel included. Children with SEND are confident and generally engage well in the learning prepared for them. Children learn the social skills to play well with their peers, through the support that staff provide them. Leaders support parents to provide a flexible approach. They explore funding opportunities with them that support their children.

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Leadership and governance Needs attention

While leaders identify and address areas of weakness, these do not lead to improvement quickly enough. Leaders accurately identify what they do well. They put into place action plans to bring about improvement. These including a range of training through staff meetings and online course. These plans are partially effective. While these have led to some improvements, these are not consistently embedded. Leaders monitor staff performance and provide feedback. However, these are not consistently effective at improving staff performance. When this happens, supervision of children is not consistently robust and some children's emerging needs are not accurately identified.

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Leadership and governance Needs attention

Leaders ensure that the setting has a culture where all children feel included. They celebrate the diversity within the setting, helping children to recognise what makes them unique. Leaders support staff's wellbeing well. Staff feel supported and enjoy their role working with children. Leaders are effective in their partnerships with parents and carers. Leaders demonstrate sensitivity and compassion for children. They enable children to settle quickly into the setting. Leaders recognise the significance for children to start at the setting away from their families. They visit children in their home. Children build positive relationships and confidence in their familiar environment. These visits inform staff well of children's bespoke care needs and communicate these effectively to other staff.

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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

Staff are not consistently vigilant when supervising children. While leaders have identified weaknesses and made improvements, these are not sufficiently embedded. However, they have ensured that children are always within sight and hearing of staff. Leaders and staff are not consistent in accurately identifying children's emerging needs. On these occasions, they do not respond quickly enough to children's emerging needs. However, once established at the setting, children who experience disadvantage make appropriate progress.

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

Children typically enjoy learning. They laugh with joy when learning to explore patterns in language as staff play games and songs about words. Babies focus for extended periods of time as the carefully place magnets on boards to make rocket pictures. Staff play alongside them, helping them sustain their concentration. Young children love singing, 'What's in my bag?'. The anticipation of waiting for jack-in-a-box to jump out engages them and teaches them to listen attentively. Children learn about the life cycle of plants. They remain fascinated as they explore a range of different shaped seeds. Where there are inconsistencies in teaching, leaders are building staff's confidence to enrich their interactions with children. Staff do know children's care needs well. They follow established procedures to meet children's individual needs in line with parents and carers requests.

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

Children learn to play alongside their friends. They show one another bugs that they have found in the garden. Staff help them to share their discovery with others, supporting them to build positive relationships with one another. Children and their families feel welcomed. Leaders arrange for home visits, which quickly builds meaningful bonds and relationships with children and parents. This supports all children, including the very youngest, to feel safe and valued.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure all staff remain vigilant when supervising children, so they can consistently anticipate and respond to children's needs 25/05/2026

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Action Completion Date

ensure children's emerging needs are consistently identified accurately and responded to quickly, so that all children make progress from the start 29/05/2026

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Action Completion Date

strengthen monitoring and feedback for staff to ensure these are consistently focused on quickly improving staff performance, so that children's needs are accurately identified and robustly supervised. 05/06/2026

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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 : 08:00 - 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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About this inspection

The inspector spoke with leaders, the special educational needs and/or disabilities coordinator, parents and carers and children 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. This data is from 20 May 2026

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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

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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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