Bright Horizons Banstead Day Nursery And Preschool

Preschool

Unique reference number (URN): 2550643 Address: Strathmore House, 1 The Drive, Banstead, Surrey, SM7 1DF Type: Childcare on non-domestic premises Registered with Ofsted: 20/08/2019 Registers: EYR, CCR, VCR Registered person: Bright Horizons Family Solutions Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

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Safeguarding standards not met

Leaders do not identify children who may need early help or who may be at risk of harm. They do not refer all concerns about children to the local authority in a timely manner. When staff identify concerns about children these are not always followed through appropriately by designated safeguarding leads. This means concerns about children are not dealt with promptly.

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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

All children make steady progress from their starting points and are well prepared for their next steps in learning. They progressively learn new skills as they move through the setting. Babies explore sand, feeling the texture and learning to dig with a spade, while older children manipulate play dough and other sensory materials, refining their fine motor control. These experiences help children to build foundations for later learning.

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Achievement Expected standard

Children show a love for books from an early age. Babies enjoy interactive stories, exploring textures in the books as they turn the pages. Older children talk about stories using the pictures in books to guide their understanding of the story.

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Achievement Expected standard

Children develop growing independence and learn to make choices throughout the day. Staff encourage them to carry out tasks, such as blowing their nose, washing their hands and being the daily helper, helping them to gain practical life skills.

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Achievement Expected standard

Children who may struggle with transitions receive appropriate support, including when moving to school. This helps ensure that children have positive experiences and feel confident to progress to new environments.

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Behaviour, attitudes and establishing routines Expected standard

Children show respect for one another and listen carefully as they share stories. At circle time, they confidently show the books they have brought from home and enjoy talking about them with their friends. Staff support children's behaviour by reminding them to be careful with books and to use gentle hands, helping children understand how to look after resources.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support staff to understand children's behaviour. They provide training and guidance that helps staff to recognise when behaviour is beginning to escalate and how to manage and support this appropriately, adapting strategies to children's differing needs. Generally, staff respond to children's behaviour in a calm and reassuring manner. However, at times staff do not offer clear explanations when asking children not to do things, such as when they climb on furniture. This does not consistently help children to understand expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children explore sensory materials using a variety of resources. They hide their fingers in malleable materials and pretend they are missing, laughing with their friends as they pull them out again. Children play well together independently, taking turns to pick up coloured shapes and match them to the corresponding coloured pots. They correct each other sensitively, when colours are mixed.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored closely by leaders, who put support in place to help children to attend regularly and benefit fully from the routines and learning opportunities provided.

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Children's welfare and wellbeing Expected standard

Staff ensure that effective risk assessments are in place to ensure children's welfare and wellbeing. In extremely warm temperatures, staff ensure that children do not access the outdoors during the hottest parts of the day. Children are reminded to wash their hands before mealtimes and staff model this clearly. Older children are beginning to take responsibility for their own self-care. They recognise when they need to wipe their nose and do so independently, using a mirror to check they are clean.

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Children's welfare and wellbeing Expected standard

Staff promote children's independence during mealtimes. Older children help lay the table and are beginning to understand the needs of others. They use coloured name cards to identify other children's dietary requirements and place these where they will sit. Children serve themselves lunch and discuss scraping their plates, linking this to routines at home. Staff encourage them to do this independently at the setting.

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Children's welfare and wellbeing Expected standard

Babies are comforted promptly when upset and children's individual sleep routines are well respected. New starters settle well because staff are attentive and use their knowledge of children's favourite things to help them to feel secure.

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Children's welfare and wellbeing Expected standard

Staff gather detailed information from parents about children's medical needs, enabling them to support these children effectively. Leaders recognised that the key-person system was not being implemented robustly and have strengthened staff understanding, ensuring a buddy key person supports children during staff absences.

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Curriculum and teaching Expected standard

Leaders are aware of the strengths and weaknesses in the curriculum and teaching. They recognise that not all staff are fully confident in what they teach and why. As a result, leaders have supported staff to strengthen their knowledge through training. This is in its early stages and is becoming evident in staff practise.

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Curriculum and teaching Expected standard

Staff plan well to reflect children's interests and what they need to learn next. During play, staff ask children questions to extend their thinking. For example, they talk to children about the animals they are washing during water play and introduce new vocabulary, such as tiger or hyena. Children recall past learning, remembering new colours, such as teal, and how they mixed colours together to make green. They use toothbrushes to clean dinosaurs' teeth and comment that they are sparkly white, linking back to previous learning about oral health.

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Curriculum and teaching Expected standard

Children's mathematical awareness is promoted throughout the setting. Staff count as children pour cups of water in the water tray, as they feed babies their food and as children stack bricks. Older children are encouraged to count backwards to deepen their understanding of numbers.

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Curriculum and teaching Expected standard

Staff ensure that all children's learning needs are met, including those with special educational needs and/or disabilities. They adapt activities to ensure children are able to engage and learn. For example, they work in smaller groups or give additional support to those who need it.

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Inclusion Expected standard

Children's needs are identified through observation and assessment, and staff know and understand each child well. This enables them to put targeted support in place that helps children to make progress, such as strategies to help children focus and engage in activities. Leaders are knowledgeable and share effective approaches with the staff, including the use of visual cues to support children's communication and understanding.

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Inclusion Expected standard

Staff work closely with other professionals and parents to gather relevant information, ensuring that support is well matched to children's next steps in learning. Leaders have created a quiet sensory space that offers opportunities for focused teaching and provides a calm area for children who feel unsettled.

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Inclusion Expected standard

Staff use a range of strategies to help children manage their emotions and energy levels. For example, they encourage children to push against a wall or lay on a mat and focus on breathing. These approaches help children with special educational needs and/or disabilities when they become overstimulated and need support to re-engage in learning.

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Inclusion Expected standard

Staff know children well and recognise when they face barriers to their learning. They are sensitive to children's changing needs and family circumstances, adapting routines to ensure children feel safe, secure and able to participate.

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Leadership and governance Urgent improvement

Leaders have not ensured concerns about children's safety are referred to the local safeguarding partners appropriately. This does not ensure there is a positive culture for safeguarding. Leaders do not consistently share information with parents that relates to children's safety and changes in staffing are not effectively communicated. Monitoring of staff practice is not robust. Leaders do not identify consistently poor practice and do not take enough action to address these weaknesses and to support staff to improve.

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Leadership and governance Urgent improvement

Most staff feel they are supported in their roles and attend regular meetings to update their knowledge, particularly around safeguarding. Training is accessed and cascaded to the wider team during staff meetings, helping to build shared understanding. Most parents say that they are well informed about their children's progress and how to support learning at home. Leaders have recently introduced a lending library to promote children's love of books and invite parents to join monthly wellie walks, strengthening engagement.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Leaders fail to refer concerns about children's safety to the local authority safeguarding partners. This compromises children's safety and breaches statutory requirements. Systems designed to address weaknesses in staff practice are ineffective, which means staff do not make the required improvements swiftly. In addition, leaders do not provide parents with relevant information regarding children's safety, including when there are changes to staffing arrangements.

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

Despite these concerns, children are generally happy and settled. Throughout the day, children engage in a variety of enjoyable activities that supports their learning across all areas of the curriculum. Indoors, they make pretend cakes from play dough, using their imaginations and talking about their experiences of birthdays. They play cooperatively, taking turns to slide down the indoor climbing frame and laughing together as they do so.

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

Outdoors, children use paintbrushes dipped in water to make marks on boards and share resources independently. Staff support children to develop their physical skills, for example, through large parachute games. Children role play, as they explore the mud kitchen and babies and younger children enjoy listening to stories outside.

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

Children enjoy sociable mealtimes, where they learn independence skills, such as feeding themselves and wiping their own faces. Children enjoy the healthy meals provided and staff monitor mealtimes closely to ensure children are kept safe. Food is prepared appropriately for each child's stage of development and individual dietary requirements are catered for, supporting children to experience a range of foods.

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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 concerns about children's safety or welfare are reported to local authority children's social care teams immediately, and in line with local reporting procedures 28/08/2026

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Action Completion Date

ensure effective supervision arrangements promptly address weaknesses in staff practice and provide opportunities to improve staff's personal effectiveness 28/08/2026

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Action Completion Date

improve communication with parents to ensure they have the information they require about their children and staffing arrangements, including changes in their child's key person 28/08/2026

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About this inspection

The inspectors spoke with leaders, practitioners and parents 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.

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Address:

Strathmore House 1 The Drive Banstead Surrey SM7 1DF

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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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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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