Bright Horizons Chiswick Park Day Nursery and Preschool

Preschool

Unique reference number (URN): EY490919 Address: Evershed Walk, Chiswick, London, W4 5BW Type: Childcare on non-domestic premises Registered with Ofsted: 30/07/2015 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, including those with special educational needs and/or disabilities, make steady progress from their starting points. Children are well prepared for school. They learn independence skills to provide them with confidence when moving to their next stage of learning. For example, children learn how to put their coats and shoes on independently. For children who are at the early stages of mastering these skills, more confident children step in to help their friends, without prompting, in using zips and buttons on their coats. Children relish the opportunity of sharing their skills and being kind to their friends. Staff are adept at supporting children in building their confidence and developing friendships so that children develop positive social skills and a clear understanding of expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children behave very well in the nursery. Staff have high expectations of every child. Routines begin in the baby room, where children learn the structure of the day, understand what comes next and know what is expected of them. For example, before mealtimes, children know to wash their hands. This supports children learning how to keep their bodies healthy. Staff are positive role models, teaching children the importance of kindness and respecting their friends. For example, children wait their turn to use the bikes in the garden. Behaviour is managed swiftly and effectively, enabling children to understand the consequences of their actions. This is achieved through talking with children and them gaining an understanding of their emotions and how to regulate themselves. Staff explicitly praise children when they observe them regulating their emotions independently.

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Curriculum and teaching Expected standard

The curriculum has been designed so that all children have a full range of learning experiences in all areas of learning. Teaching is carefully sequenced to build on what children already know and can do, ensuring their understanding is secure before new learning is introduced. Staff support children in enjoying their learning by building positive relationships between themselves, the children and parents. Leaders are ambitious for every child to reach their full potential, and all children have clear next steps for their learning. Teaching is generally consistent, although leaders recognise that staffing issues in the toddler room have resulted in some daily variation in key staff. Leaders have a clear action plan to address this, and any impact on learning is limited as children's interests and next steps are clearly identified in each room.

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Curriculum and teaching Expected standard

Children are supported in developing secure communication and language skills. Staff talk to children, extend language and sing songs. Children listen with intent as staff read 'We're Going on a Bear Hunt'. Children recall familiar parts of the story and add their own interpretations. This helps children to build their vocabulary and confidence and supports their imagination. Staff support children in building their mathematical knowledge through numbers, shapes and comparisons of sizes. Children have lots of opportunities to build their large physical skills. They use bikes, trikes and scooters to manoeuvre around the newly created circuit. They use balance boards to hop and use large arm movements to create marks with paint brushes. Children, including those with special educational needs and/or disabilities, make steady progress from their starting points.

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Inclusion Expected standard

Staff know the children well and identify their needs, using this to provide support as an early intervention tool. Regular conversations with parents, alongside observations of children, help staff to accurately identify children's development and what they need to learn next. Children with special educational needs and/or disabilities make steady progress from their starting points. Staff use strategies such as small-group activities and focused time to support children who need help with areas such as social interaction and communication development. This helps children to build confidence and provides them with opportunities to try new learning experiences. Individual needs are carefully considered, with adaptations made to the environment. For example, furniture is moved for early walking babies who are curious and adventurous. Some staff have received specialist training to identify gaps in learning, and staff regularly share updates so that planning reflects children's needs.

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Inclusion Expected standard

Leaders engage with external agencies, including the local authority, to ensure that every child is supported to reach their full potential.

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Leadership and governance Expected standard

Leaders have a strong knowledge of the nursery's context and a clear plan for continual improvement to drive standards higher. For example, they have strengthened parent partnerships and communication since their appointment. Regular parent feedback and nursery social events have helped leaders gain a clearer understanding of children's individual needs and family dynamics, which parents value. In addition, leaders are focused

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Needs attention

on building a consistent workforce to create a cohesive team. Plans are in place to support this, and leaders are highly ambitious in driving this forward.

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Needs attention

Leaders have high expectations for staff to provide high-quality teaching, and regular training supports this. They also ensure that specialist training, such as local authority special educational needs and/or disabilities training, is accessed by leaders so that knowledge remains current and relevant. Leaders monitor staff performance and provide regular supervision, during which workload, key children and training are discussed.

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Needs attention

Overall, staff support children's learning well. However, there are some inconsistencies in practice and leaders are taking further steps to ensure teaching is consistently high quality across the nursery.

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Children's welfare and wellbeing Needs attention

Leaders ensure that there are appropriate procedures in place to consider children's welfare and wellbeing. Staff develop close bonds with children to help them feel safe and secure and ready to learn. However, there are some inconsistencies in the implementation of some practice. There have been occasional lapses in the sleep routines, which have not considered safety thoroughly. However, staff were able to put things right, which meant that the impact on children was minimal. Staff ensure that children build a good understanding of what keeps their bodies healthy through regular exercise and good hygiene practice. Leaders are in the early stages of implementing oral health practice within the nursery after lunchtimes. This will help to build children's knowledge in how to keep their teeth healthy. Leaders ensure that children are provided with healthy, freshly prepared meals that consider all dietary needs. Children learn about appropriate portion sizes. However, occasionally,

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Children's welfare and wellbeing Needs attention

routines and mealtimes are not fully considered and children can wait for long periods of time for their food. This impacts on children's emotions and leads to children becoming restless.

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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 arrive happy and eager to see staff and their friends. Staff are warm and welcoming. They speak with parents on arrival to establish any changes that may affect their child's day. Partnerships with families are valued, and staff keep parents informed about their children's progress. Babies respond positively to nurturing interactions from staff who know them well and adapt to their individual needs. For example, newly mobile babies are encouraged and praised as they take their first steps, helping to build their confidence.

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

Children develop independence from a young age. Staff support babies during early feeding experiences, while older children are familiar with and follow routines well. For example, children serve themselves at mealtimes, waiting patiently for their turn, and use tongs and cutlery with increasing confidence. After meals, they clear their plates as they leave the table. Children respond positively to these responsibilities.

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

Children benefit from learning experiences that reflect their individual interests and next steps in learning. They enjoy a wide range of opportunities across the curriculum. Staff extend children's learning effectively, helping them to develop a deeper understanding of different concepts. For example, as children paint shapes with water on an outdoor wall, staff skilfully explain how the sunlight causes the water to evaporate. This sparks children's curiosity and engagement in learning. Staff interact purposefully throughout play, introducing new vocabulary and encouraging children to think, problem-solve and make connections. For instance, children confidently count crates as they stack them in the garden and are encouraged to compare the number of crates with their ages.

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Address:

Evershed Walk Chiswick Staff identify any gaps in learning and implement targeted support to develop children's knowledge and skills. As a result, all children receive the support they need to make steady progress from their starting points and are well prepared for the next stage of their learning.

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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 action by the assigned date:

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Action Completion Date

leaders should further develop staff knowledge of safe sleep practices to ensure that risk assessments are consistently considered and implemented. 03/07/2026

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Action Completion Date

Leaders should review the organisation of mealtimes so that children do not experience unnecessary waiting, so that they remain engaged, settled and ready to learn.

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About this inspection

The inspector spoke with leaders, staff, parents, children 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. London W4 5BW Type: Childcare on non-domestic premises

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About this inspection

Registered person: Bright Horizons Family Solutions Limited

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About this inspection

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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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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