Bright Horizons Frimley Green Day Nursery And Preschool

Preschool

Unique reference number (URN): 2558220 Address: Nursery On The Green, 1 The Green, Frimley Green, Camberley, Surrey, GU16 6HF Type: Childcare on non-domestic premises Registered with Ofsted: 03/10/2019 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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Behaviour, attitudes and establishing routines Expected standard

On the whole, children have positive attitudes to learning. Staff have developed warm, caring relationships with all children. They are genuinely happy to see children and effectively promote attendance to ensure secure routines are established well. This helps children to develop a sense of belonging as they settle into a calm yet stimulating environment. Typically, leaders and staff have high expectations for children's behaviour. Staff are positive role models and reinforce rules and boundaries well, which supports children to understand expectations of their behaviour. Children learn the difference between what is right and what is wrong.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children are motivated and develop positive relationships with staff and their friends. Generally, staff support children to manage their emotions, which helps them settle and become calm if they are overwhelmed. This helps children to regain their focus and engage in activities. Children receive consistent praise, which helps them to feel proud and encourages them to persist if challenges occur. For example, staff offer guidance and encouragement as children learn to push the lever down on a spinning top toy. Children relish as they realise they can accomplish what they set out to do if they keep on trying.

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Achievement Needs attention

Children, including those that are disadvantaged or that face barriers to their learning, are not achieving their full potential across all areas of learning and development. Although children make suitable progress from their starting points, they are not always receiving the challenge and support required to help them to make the progress that is intended. This does not fully support them to be as prepared as possible for the next aspect of their learning journey.

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Achievement Needs attention

Overall, children are active in their learning and have a willingness to find out more about things they are interested in. For instance, they ask questions and are inquisitive in their explorations. Children develop a love of books from an early age. They look at books independently and handle them with care and respect as they sit with their friends and turn the pages one by one. They begin to understand that print carries meaning. Mostly, children engage in daily routines and develop independence as they learn to do things for themselves, such as pouring their drinks and wiping their nose.

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Children's welfare and wellbeing Needs attention

Children develop positive relationships with familiar adults and seek comfort and support when needed. However, weaknesses in the key-person arrangements, at times, have a negative impact on children, including those with special educational needs and/or disabilities (SEND). On occasion, children with SEND or those that are disadvantaged do not always receive the tailored support and continuity of care they need to make further progress. Additionally, communication with parents is not robust to ensure parents are fully aware of who their child's key person is to talk to regarding their child's needs or any concerns.

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Children's welfare and wellbeing Needs attention

Furthermore, although leaders have appropriate policies and procedures in place to ensure children's safety and welfare, these are not implemented well enough by some staff. For instance, outdoor risk assessments have been reviewed and strengthened following a recent accident. However, some staff members do not demonstrate their understanding of the revised arrangements in place to keep children safe. Inconsistencies in staff awareness do not ensure policies and practices are implemented as intended.

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Children's welfare and wellbeing Needs attention

Children learn suitable hygiene practices, as they wash their hands after using the toilet and before meals. Mostly, children are supported to manage tasks for themselves. They learn table manners at mealtimes and scrape their plates and place them in buckets to be cleared when leaving the table. Children are developing healthy self-care skills that prepare them for later life.

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Curriculum and teaching Needs attention

Leaders demonstrate sufficient knowledge of the curriculum design, but this has not consistently been communicated effectively, which impacts staff understanding and practice. This impacts the curriculum being taught well and leads to variable teaching, which negatively impacts on children's learning experiences. Although leaders have taken some action to improve the curriculum and teaching, this is at an early stage and is not fully embedded.

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Curriculum and teaching Needs attention

Children with special educational needs and/or disabilities take part in activities that generally cover all areas of learning and development. For instance, children learn to manipulate play dough, listen to stories with interest and move confidently as they learn to crouch, bend and kneel. However, weaknesses in staff's understanding of children's individual goals mean that staff are less able to extend and challenge children's learning through effective questioning and high-quality interactions. This means that, at times, learning is not always well matched to children's needs.

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Curriculum and teaching Needs attention

Staff support children to build on their mathematical knowledge from an early age. For instance, staff use positional and capacity language such as 'in', 'out', 'full' and 'empty' as the youngest children explore sand and water. As children grow and move through the rooms, staff support their mathematical awareness even further by teaching them to count and learn reasoning and problem-solving. The early exposure to mathematical concepts supports children to develop number sense, recognise patterns and develop their logical thinking skills.

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Inclusion Needs attention

The monitoring and coordination of support for children with special educational needs and/or disabilities (SEND) lack consistency. There are systems in place to identify, assess and support children's learning. However, not all staff, including the children's key persons, are aware of individualised targeted support or their next step goals. This does not ensure children, including those that are known or previously known to children's social care or that face disadvantage, always receive the precise, targeted support intended. As a result, some children's experiences are inconsistent, which negatively impacts on their achievement and wellbeing. Despite this, all children, including those with SEND, have positive attitudes towards learning and mostly remain engaged in their chosen activity.

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Inclusion Needs attention

Those with lead responsibilities have received training to help them fulfil their roles and offer support for children with SEND. Leaders work with professionals, share information and seek guidance and support. However, referrals to maximise support for children who face barriers to their learning are not always made in a timely manner. This does not prepare them sufficiently for their next stage of learning.

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Inclusion Needs attention

Staff are kind and caring and include all children in the daily routines and life at the nursery. This helps children develop a positive sense of self and feel part of their nursery community.

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Leadership and governance Needs attention

Recent changes in the leadership team and staffing arrangements have impacted on the quality and consistency of practice and provision. Consequently, this has resulted in variations in the quality of learning and experiences available to children. Although leaders have identified areas to be improved, their actions and expectations are not yet implemented successfully across the setting with sufficient rigour. Weaknesses and inconsistencies in the oversight of practice and provision mean that some areas of improvement have not been identified, which limits appropriate action taken. For instance, measures in place to monitor the quality of teaching and key-person arrangements to support all children, including those with special educational needs and/or disabilities, are not fully embedded. Despite this, leaders are committed to making the improvements needed to raise the quality of care and education for children and their families.

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Leadership and governance Needs attention

Mostly, staff share that they feel supported and have regular opportunities to share their thoughts and ideas through regular supervision sessions and staff meetings. Staff complete training to enhance their personal effectiveness. Leaders have established positive relationships with children and their families. Parents say their children are happy and enjoy their time in the nursery. They state leaders and staff are approachable, caring and friendly.

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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's learning experiences vary. Although the curriculum in place is suitable, not all staff fully understand the intention of children's learning, which has an impact on how the curriculum is delivered. Children with special educational needs and/or disabilities (SEND) do not consistently have their individual needs met. Where barriers to children's learning are identified, the adaptations that have been made are not always understood or applied successfully by some staff members. This means that some children do not receive sharply focused support, which can negatively impact on them making the progress that they are capable of. On the whole, children build trusting relationships with their key person, which helps them feel safe and secure. However, the key-person arrangements are not robust enough to ensure that all children, including those with SEND, have their learning and development needs met as intended. In addition, further communication is required to

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

ensure all staff fully understand and implement the risk assessments that are in place to ensure consistent safety controls.

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

There is a shared recognition between staff and leaders around the importance of children maintaining high levels of attendance and the overall impact this has on outcomes and wellbeing. Children are comfortable and settle in quickly when they arrive. Generally, children are familiar with the daily routines and confidently explore the accessible resources and stimulating environment. Children benefit from daily fresh air where they join up with their friends to share their experiences. For example, children add water to mud to make it 'gooey' and 'sloppy'. The children's intended goal is to fill a large jug with the liquid. They complete their task after several back-and-forth trips. Children learn to work together as a team and develop pride in their achievements.

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

Staff interactions are kind and caring. Staff are attentive and nurturing as they gently cradle the babies and support them as they regulate their emotions. Babies explore their environment with curiosity as staff help them to become confident on their feet. Their physical development is supported well.

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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 targeted support for children with special educational needs and/or disabilities is consistently applied by all staff to ensure the individual needs of children are always met 06/07/2026

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Action Completion Date

improve all staff's knowledge of the curriculum and ensure high-quality, consistent teaching and learning experiences for all children, including those that face barriers to their learning 31/07/2026

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Action Completion Date

improve key-person arrangements to ensure continuity and staff awareness of all children's learning and development needs, including children with SEND 06/07/2026

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Address:

Nursery On The Green 1 The Green, Frimley Green Camberley Surrey GU16 6HF

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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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Action Completion Date

ensure risk assessments are effective and fully understood by staff to keep children safe. 06/07/2026

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About this inspection

The inspector spoke with leaders, parents, 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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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

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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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