Bright Horizons Balham Day Nursery and Preschool

Preschool

Unique reference number (URN): EY286661 Address: 36 Radbourne Road, Balham, London, SW12 0EF Type: Childcare on non-domestic premises Registered with Ofsted: 03/06/2004 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 Needs attention

Children's level of achievement is variable as the curriculum has not yet been embedded. Children are not consistently interacted with to support the development of their language skills and do not achieve as well as they could. Consequently, young children have limited speech and spend long periods of time without interactions from staff. Children who speak English as an additional language are supported by leaders, who gain key words from parents or use signs to support their language development. However, this is not typically used in practice by children's key staff which limits their ongoing progress.

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Achievement Needs attention

Older children, including those with special educational needs and/or disabilities, spend time in mixed-age groups, and staff discuss that children who will be transitioning to school receive focused times in the day, to support building their skills. However, children do not always receive the support they need to help them achieve. For example, children who are due to transition to school are listening to a story which is frequently interrupted as staff are trying to meet the needs of younger children. Therefore, children quickly lose interest and do not engage with the story. This weakens the development that children can make to support their next steps in learning.

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Curriculum and teaching Needs attention

Although leaders understand the need for an ambitious curriculum that identifies children's individual needs, this has not yet been fully embedded and understood by all staff. Consequently, children, including those with special educational needs and/or disabilities, spend a significant amount of time engaged in unstructured free play with limited appropriate interaction from adults. For example, young children move around the space without intention. When young children engage with a stacking activity, staff do not model or extend their learning or remind them of sharing and waiting their turn, which does not meet their developmental needs.

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Urgent improvement

Leaders have not ensured that adults are sufficiently trained to provide high-quality teaching. Therefore, children's access to a language-rich environment with opportunities to learn new vocabulary or read books is limited. For example, some staff sit at activities and do not engage or communicate often with younger children while they play. Older children who are more able are left to lie down on bean bags with no encouragement to engage in activities. This does not support children to develop early language skills or have a positive attitude to their learning.

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Urgent improvement

Older children have opportunities to explore the outdoor space. They receive support to throw balls and build their physical skills. Younger children have an environment that supports them to move freely in the space, with furniture at differing heights to support early walking skills. However, staff do not consistently support young children to build these skills and often lift them to move them around the space.

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Inclusion Needs attention

Leaders have not ensured staff knowledge and effective deployment of key staff to support children with special educational needs and/or disabilities (SEND) and those facing barriers to learning. Therefore, children are often supported by adults who have limited understanding of their specific learning plans and individual needs. Staff are unable to discuss the plans in place for each child as their key person is not in. Therefore, children have nothing in their daily environment to support them and wander around, disengaged from their learning. For example, a child with identified needs wanders regularly in and out of the bathroom, and staff respond that this is typical as they 'love water'. Despite staff knowing the child's interest, they did not adapt the environment to support their interests and build upon what they already know. The poor provision on offer does not support children to develop their skills and have a sense of belonging.

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Inclusion Needs attention

Leaders are able to identify and assess the individual needs of children with SEND and work closely with parents and external professionals. Parents discuss that leaders have supported them with the specific needs of their children. However, weaknesses and inconsistencies in the implementation of the curriculum do not consistently ensure children with SEND and those facing barriers to learning benefit from the plans in place for them.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders have clear and appropriate expectations for behaviour management throughout the nursery. However, these are not consistently met due to the inconsistencies and weak deployment of staffing. Leaders' high workload means they are unable to ensure that staff implement them successfully. Staff do not consistently support children to have a positive attitude to learning and fail to correct unwanted behaviours. For example, older children run around in the classroom and staff do not address these behaviours. This does not support children to understand risks to their own or others' safety and wellbeing. Staff provide an engaging environment for children to explore but fail to support all children to access this effectively. Younger children who do not yet have the required physical skills to transition alone are left to watch other children playing in a separate space with no intervention from the team. This shows a lack of awareness from staff of the abilities of

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Behaviour, attitudes and establishing routines Urgent improvement

children according to their individual needs and age and stage of development.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders show awareness of the importance of children's attendance. Staff discuss why children are absent with leaders and log the reason for absence. Leaders and staff have taken steps to build a routine across the nursery which is mostly followed throughout the day. Older children receive support to transition from garden time into their main room, and have behaviour expectations explained to them. However, younger children do not receive support from staff that know them well at mealtimes when unwanted behaviours arise, such as climbing on chairs. Children manage to regulate and calm themselves down and enjoy their mealtime with their friends.

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Children's welfare and wellbeing Urgent improvement

Leaders do not ensure that all staff, including temporary staff, follow the setting's policies and procedures. Inconsistencies in staffing and staff understanding leads to practice that is not appropriate. For example, when staff want children to transition to a different space, they do not always handle them appropriately to guide children and support them to move safely. This does not promote the safety and wellbeing of children, and children are at risk of harm.

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Children's welfare and wellbeing Urgent improvement

Leaders and staff do not adequately identify, assess and eliminate risks to children. Additionally, children are not encouraged to understand risks and how to keep themselves safe. In the outdoor area, leaves and debris are present in an area that has been designed for young children. These risks were not rectified, despite the area being described as ready for young children to use. This shows a lack of staff awareness of how to ensure spaces are safe for all children. Similarly, the provision for nappy changing for young children posed risks of cross-contamination. Despite leaders' intervention, staff continued to follow poor practice throughout the day. This poor practice has significant impact on children's welfare and wellbeing.

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Children's welfare and wellbeing Urgent improvement

The key-person arrangements are poor and do not ensure that staff understand their responsibilities to meet children's, including those with special educational needs and/or disabilities and barriers to learning, individual needs. Due to current staffing issues, children do not always have a key person available or anyone who can accurately identify their needs or areas of development. Consequently, children of all ages have limited opportunities to develop their skills in all areas of learning. The lack of consistency in staffing impacts upon children's sense of belonging and security in the setting.

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Leadership and governance Urgent improvement

Leaders do not ensure that staff are able to keep children safe. The provider notified Ofsted of a significant event regarding an injury to a child. Leaders responded promptly by instigating a full investigation, reviewing staff procedures and accident and injury procedures. However, leaders have not ensured that these procedures are embedded in staff practice. Children are not appropriately handled or supported by all staff, including temporary staff. Equally, children have accidents which go unnoticed by staff. This significantly impacts upon children's wellbeing and safety. Consequently, leaders have failed to meet statutory requirements.

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Leadership and governance Urgent improvement

Leaders do not ensure the ongoing suitability and skills of staff to achieve the best outcomes for children. Despite having regular training opportunities and supervision meetings, staff are not clear on their responsibilities, leading to breaches in requirements. Staff who have worked at the setting for a considerable amount of time are unable to follow the setting's policies and procedures, posing significant risks to children. Equally, agency staff who have completed an induction are unaware of the appropriate way to behave towards children that supports children's personal boundaries.

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Leadership and governance Urgent improvement

Senior leaders have not provided appropriate support for the setting. They have failed to ensure that there is a suitable deputy manager who can take charge in the absence of the manager. Equally, senior leaders and leaders have not ensured that staffing and deployment is effective, and, therefore, leaders have limited opportunities to support for weaknesses in staff practice to be rectified. The inconsistency and lack of quality in staffing have a significant impact on children's experiences and their overall safety, which leads to breaches in requirements.

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Leadership and governance Urgent improvement

Leaders and staff have secure relationships with parents who feel they support them and put plans in place for their children, including those with special educational needs and/or disabilities and barriers to learning. Overall, parents show confidence in the setting.

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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

Children do not consistently experience an environment that promotes their safety and wellbeing. Leaders have not ensured that staff have the skills and knowledge they need to identify and eliminate risks to children. Staffing inconsistencies and poor deployment mean that children are not adequately supervised. This leads to accidents, that go unnoticed, and inappropriate handling from staff. Children are exposed to risks in their environment during play and in intimate care routines as staff are unable to follow the correct policies and procedures, even when reminded. This poses a significant risk to children.

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

Children do not have access to a curriculum that supports them to build upon what they already know and to consistently make progress in their development. Children do not benefit from an ambitious curriculum as leaders have not ensured that staff can provide high-quality teaching or a consistent team that can meet children's individual needs. Consequently, children are not adequately prepared for their next stages of development. Equally, children do not have access to a language-rich environment that provides them with opportunities to acquire early language skills. Children receive limited interactions from staff, and, when they do respond to them, this is not in an age-appropriate way. As a result, the needs of children, including those with special educational needs and/or disabilities and barriers to learning, are not met and any progress is often incidental.

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

Children show some attachments with familiar staff, and parents report that leaders and staff support their children's needs. Older children have opportunities to develop their physical skills in the outdoor environment and have opportunities to build friendships with one another. However, due to the weakness in staff deployment, children are often supported by adults who do not know them well or have the skills to meet their needs or support their wellbeing.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure that staff deployment is effective and that all staff can constantly implement appropriate procedures to keep children safe and adequately supervised 18/09/2026

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Action Completion Date

ensure staff use risk assessment effectively to identify potential safety hazards, and take prompt action to remove or minimise any risks to safeguard children's wellbeing 18/09/2026

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Action Completion Date

ensure that all staff know what is expected of them, including supporting children's understanding about risks and safety 18/09/2026

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Action Completion Date

ensure that all children have a consistent key person and that staff changes do not have a negative impact on children's individual needs being met 18/09/2026

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Action Completion Date

ensure that there is a named deputy who is capable and qualified to take charge in the absence of the manager 18/09/2026

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Action Completion Date

ensure staff implement consistent behaviour expectations and boundaries to help children know and understand what is expected of them. 18/09/2026

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Action Completion Date

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 staff have a secure knowledge and understanding of child development and the curriculum, so they can identify what children need to learn next and adapt teaching effectively 18/09/2026

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Action Completion Date

support staff to help them to develop the quality and consistency of their interactions and teaching to promote the best interests of children 18/09/2026

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Address:

36 Radbourne Road Balham London SW12 0EF

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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 staff have the knowledge and skills to support children with special educational needs and/or disabilities effectively 18/09/2026

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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. Local authority: Lambeth

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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

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