Bright Horizons Southfields Day Nursery and Preschool

Preschool

Unique reference number (URN): 123184 Address: Dunsthill Mill, 21 Riversdale Drive, London, SW18 4UR Type: Childcare on non-domestic premises Registered with Ofsted: 01/10/1996 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

Staff promote a welcoming and inclusive environment, which helps them to form positive relationships with children and their families. This has a positive impact on children's wellbeing. Children are happy and enjoy cuddles with staff. Staff are kind and approachable, modelling polite words, such as 'thank you', to instil positive manners in children. They are typically attentive to children's age and developmental stage when setting expectations. For instance, during mealtimes, staff gradually promote children's independence, increasing the level of difficulty as they grow older. Over time, children develop the ability to feed themselves and clean their plates. They show confidence and self-sufficiency.

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Behaviour, attitudes and establishing routines Expected standard

Staff actively teach children the importance of playing together and listening to one another. For example, during outdoor activities, staff encourage children to take turns while watering the plants. Children learn to care for other living things, developing their understanding of the world. Staff help children to follow their behavioural expectations in an age-appropriate manner. They promote children's punctuality and attendance in preparation for school. If children are absent, staff check on them with a phone call to ensure their wellbeing.

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Children's welfare and wellbeing Expected standard

Staff create secure and responsive relationships with children through a key-person system. This helps them to understand children's individual care needs, such as dietary requirements. For example, staff know how to soothe children and use their mealtime routines to help with the settling-in process. This approach is particularly beneficial during recent staffing and operational changes in the setting. Children show resilience in adapting to changes.

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Children's welfare and wellbeing Expected standard

Staff support children who may face barriers to their learning. For instance, they have supported previous children effectively with hearing impairments. Staff are also familiar with

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Needs attention

the procedures for administering medication to maintain children's health. They typically promote children's physical health and safety well. Children have regular opportunities for exercise and fresh air. They enjoy playing and exploring, including in outdoor spaces. Older children, for example, use ride-on toys to test their physical skills and stamina. Children are eager to play and learn.

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Needs attention

During mealtimes, staff supervise children well and encourage social interactions. They provide children with healthy meals that cater to their individual dietary needs. At sleep times, staff adhere to appropriate procedures to ensure children are comfortable and safe.

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Inclusion Expected standard

Leaders work with staff to monitor children's progress and decide the support provided. They ensure that resources in each playroom, including outdoor areas, are age-appropriate and accessible. Staff receive relevant training to develop their knowledge to observe and assess children's learning. This enables staff to offer strategic support to disadvantaged children, such as those who need assistance with hearing. Staff also promote children's home languages to help them feel more settled in the setting. When children require extra support with the English language, staff make reasonable adjustments during group activities. This approach helps to reduce barriers to children's learning.

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Inclusion Expected standard

Staff have experience working with other professionals, such as teachers of the deaf and speech and language therapists, to support children's learning. Typically, staff gather and share information with parents and carers about their children's progress. However, recently, staff have not maintained the same level of communication with parents. This has an impact on providing children with a consistent approach to their learning and care needs. Currently, the setting does not have any children receiving additional funding. However, leaders express their commitment to ensuring that any available funding will be used to meet the needs of all children.

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Achievement Needs attention

Not all children make rapid and sustained progress in relation to their starting points. This means children are not as well prepared for their next stage of learning and development. During some activities, children do not always receive effective engagement in their learning, such as during painting activities and story time. This has an impact on children's learning, including their language and mathematical skills.

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Achievement Needs attention

However, children make some progress in their personal and physical development. For instance, they gain self-help and independence skills, such as at mealtimes. Children know the routines of washing hands and toileting. Children who face barriers in their learning, such as those who speak other languages, receive timely support. Children behave well and are ready to listen to songs and stories. Children play well together, share and take turns. They develop the skills they need to develop friendships.

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Curriculum and teaching Needs attention

Staff interactions with children are mainly supervisory, as they focus on daily tasks, such as cleaning tables and floors. This means that, at times, children play for extended periods without input from staff. Children do not benefit from all learning opportunities. When staff do engage with children, their interactions are weak. For example, during story time, while staff include children, they do not allow enough time for them to think and respond. This lack of engagement limits children's communication and language development. Although staff occasionally use mathematical language, such as 'empty' and 'full', their overall interactions with children are generally limited. This leads to children losing interest and becoming disengaged. As a result, children do not always achieve the progress of which they are capable of.

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Curriculum and teaching Needs attention

Staff observe and assess children's learning to make reasonable adjustments to reduce barriers to their learning. This includes ensuring resources are suitable and accessible for children's levels. However, leaders do not have a complete understanding of staff knowledge and curriculum implementation. This hinders their ability to make timely improvements. Consequently, teaching is weak and inconsistent.

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Curriculum and teaching Needs attention

During art and craft activities, some staff engage more effectively. They help children to enjoy interactions while creating and matching dots. Staff provide regular opportunities for children to exercise and have fresh air. Children enjoy testing their physical skills on ride-on toys. Staff praise children for their actions, fostering positive relationships with them and their peers.

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Leadership and governance Needs attention

Leaders do not evaluate their setting rigorously enough to identify areas for development. This is partly due to insufficient oversight. When leaders take actions, they fail to address the underlying causes of any weaknesses. For example, leaders do not have an accurate understanding of staff performance. This hinders their ability to swiftly identify training needs and improve the quality of provision. As a result, some staff do not feel fully supported in fulfilling their roles and responsibilities effectively.

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Leadership and governance Needs attention

Additionally, leaders have not adequately reflected on the quality of teaching, which limits the progress some children can make. They have also not ensured that information-sharing with parents is open and precise. This means parents are not always fully informed about all aspects of their children's care and learning, including how the setting operates.

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Leadership and governance Needs attention

That said, leaders have reviewed the setting's procedures for recording children's accidents and staff-to-child ratio requirements. This includes a temporary relocation of some children to other settings to ensure their safety and welfare. Leaders also have procedures in place to ensure that any children who face barriers in their learning are referred to relevant agencies for support.

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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 do not experience a high-quality education. This is because leaders do not have sufficient oversight of the setting. They do not ensure that staff receive the support that they need to deliver an ambitious curriculum. This hinders staff's ability to deliver high-quality teaching and keep children motivated to learn. Children do not always achieve the progress of which they are capable of. Some staff are unsure of how to build on and extend children's learning. For example, when staff read stories to children, they do not give children enough time to share their thoughts and ideas. They are too quick to ask questions and answer them for children. This practice does not help to extend children's communication and language skills. Although staff use some numbers during play, their teaching of mathematics is not always focused, but rather it is incidental. These learning opportunities do not prepare

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

children well enough for the next stage of their learning, including school. Staff generally work well with other professionals and parents and carers. However, recently, staff have not maintained successful communication with parents to ensure that they are fully aware of their children's learning, including how the setting operates.

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

Staff strive to create a family-oriented community environment. They show passion and enjoy working with children, cuddling children and praising them. This makes children happy. Children show they feel emotionally secure. Staff teach children positive manners. They make their behavioural expectations clear to children. For example, staff encourage children to use 'kind hands' and to use their 'walking feet' indoors, to help keep them safe. Children listen and respond appropriately. Typically, they are active learners and have positive attitudes. Staff observe and monitor children's progress. This helps them to identify disadvantaged children and barriers they may have in their learning, such as children with hearing impairments or those who speak other languages at home.

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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

provide staff with effective support, coaching and training to create a culture of mutual support, teamwork and continuous improvement, which supports the confidential discussion of sensitive issues 07/09/2026

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Action Completion Date

ensure that staff understand and implement an ambitious curriculum across all areas of learning and development, so children make rapid and sustained progress 07/09/2026

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Action Completion Date

improve engagement with parents and carers through regular two-way communication, to ensure that the setting is safe, efficiently managed and meets the needs of all children. 07/09/2026

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About this inspection

The inspectors spoke with leaders, staff and parents and carers during the inspection.

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Address:

Dunsthill Mill 21 Riversdale Drive London SW18 4UR

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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 - 18:30

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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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Age range of children at the time of 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.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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