Bright Horizons Golders Green Day Nursery and Preschool

Preschool

Unique reference number (URN): EY286593 Address: 212 Golders Green Road, Golders Green, London, NW11 9AT Type: Childcare on non-domestic premises Registered with Ofsted: 12/01/2005 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

Generally, children make progress from their starting points in some areas of learning, such as their physical development. Due to inconsistencies in the implementation of the curriculum, not all children make sufficient progress from their starting points, especially children with special educational needs and/or disabilities. This means they are not always prepared for the next stage in their learning.

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Achievement Needs attention

Children have access to large rooms and multiple outdoor areas. Leaders understand the importance of promoting physical development and have recently developed their outdoor spaces to ensure children can develop a variety of physical skills, both indoors and outdoors. Children relish exploring the space. They develop their large muscles as they climb up, over and under the climbing equipment. They are taught the small steps needed to develop proficiency in using the apparatus. Children develop their small muscles as they are taught to use cutlery when eating or scissors when cutting. As a result, some children are prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Needs attention

Although leaders understand the importance of effective routines, weaknesses in the establishment of these mean that children have to wait for long periods of time throughout the day. Children are also requested to complete a task multiple times due to the lack of organisation during transitional periods of the day. This has a negative impact on their wellbeing and leads to frustration.

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Behaviour, attitudes and establishing routines Needs attention

Key-person arrangements are in place. Staff build warm and positive relationships with children and their families. Parents and carers praise staff for the nurturing environments they create. A comprehensive settling-in process ensures staff know children well. This supports children to develop feelings of security and safety. On occasion, children who attend irregularly do not have important information shared to support transition. Leaders receive this information from parents; however, due to a breakdown in communication, it is not passed on to the staff. As a result, these children take a longer period of time to feel settled and comfortable in the setting.

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Behaviour, attitudes and establishing routines Needs attention

Typically, children are well behaved. Staff support children to work collaboratively. They treat children with kindness and respect and act as good role models. They offer clear praise. This supports some children to understand what is expected of them. Staff discuss the impact of certain behaviours on others. For example, staff encourage children to use their 'indoor voices' and discuss how other children cannot hear themselves when they are shouting.

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Behaviour, attitudes and establishing routines Needs attention

Leaders actively encourage regular attendance. Secure policies and procedures ensure attendance is monitored effectively. Parents and carers are aware of the nursery procedures and actively follow them. As a result, most children attend regularly and establish important habits for future success.

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Children's welfare and wellbeing Needs attention

Although relationships between staff, children and families are generally effective, inconsistencies in practice negatively impact on children who face barriers to their learning. Strategies to support communication are underused and there are weaknesses in transitions throughout the nursery, which has a negative impact on children's wellbeing. As a result, some children, especially those with special educational needs and/or disabilities, are not supported to recognise, express and manage their emotions.

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Children's welfare and wellbeing Needs attention

Leaders and staff provide a safe and welcoming environment. The learning environment is clean, well resourced and organised. Families are encouraged to participate in nursery life. Parents and carers come in and share their profession with the children. This supports the children to feel a sense of belonging.

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Children's welfare and wellbeing Needs attention

Hygiene practices are effective. Children are encouraged to wash their hands before meals and after using the toilet. Meals are a social event. Older children discuss their favourite foods and what they eat at home. A strong emphasis is placed on keeping their bodies healthy. Children are keen to name all of the vegetables they are eating and the effects these have on their bodies. Children are kept safe while eating and sleeping. Staff discuss recently attending training on safer eating and clearly identify how to ensure mealtimes are a valuable learning experience, as well as being safe. As a result, children know how to keep their bodies safe.

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Curriculum and teaching Needs attention

Leaders have an ambitious curriculum but inconsistencies in the implementation of this have a negative impact on the progress of children, especially children with special educational needs and/or disabilities. Children who need the most support to access the curriculum are not consistently given this support. Staff do not always take the time to ensure what they are saying is being understood. Staff ask questions of these children in passing, and when there is not a response, they do not adapt their speech to ensure understanding. As a result, children with barriers to their learning are not engaged and are left to wander in the provision.

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Curriculum and teaching Needs attention

Where practice is better, children engage in language-rich, exciting experiences. They are fully absorbed as they pretend to be different animals in an animal yoga story. They slither on their bellies like snakes, stand on one leg like a flamingo and meditate like monkeys with crossed legs. Children are exposed to language beyond their everyday experiences and try to use this vocabulary in their play. As a result, some children develop a wide and varied vocabulary which they use in their play.

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Curriculum and teaching Needs attention

Older children are independent learners. Staff support them to make decisions in their play. For example, children notice the role-play babies are dirty. Staff encourage the children to come up with a solution and then follow it through. This supports children to feel that their ideas matter.

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Inclusion Needs attention

Leaders identify children's emerging needs quickly and accurately. However, inconsistencies in practice have a negative impact on children, especially those with barriers to their learning. Strategies to support children who have been identified as having speech and language difficulties are not consistently followed. For example, the use of pictures, gestures and objects to support understanding is not consistent. This means that children who struggle to communicate do not always understand what is expected of them. They are also not given the opportunity to express how they feel. As a result, they are not able to fully access the curriculum nor make significant progress.

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Inclusion Needs attention

Leaders have a secure understanding of individual children's needs. They work closely with the local authority to improve experiences for children with special educational needs and/or disabilities (SEND). Leaders work collaboratively to draft education, health and care plans to ensure children with SEND generally get the support they need. However, the implementation of these plans is variable.

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Inclusion Needs attention

Supporting children who are known to children's social care is a priority for leaders. They ensure there are clear and open conversations between families and other professionals. Robust policies and procedures enable leaders to monitor children's wellbeing. This supports children to feel safe.

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Leadership and governance Needs attention

Leaders monitor practice and the implementation of the curriculum. Their actions to bring about improvements are largely focused on the right areas for development, but do not lead to improvement quickly enough. For example, leaders are aware that transitions throughout the setting need strengthening. However, the strategies in place to support this have not led to rapid improvement. Children do not have access to a language-rich environment, especially those with special educational needs and/or disabilities. As a result, some children become confused and frustrated.

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Leadership and governance Needs attention

Leaders are passionate about the care and education they provide for the families in the local community. They typically act in the best interests of the children. Children visit the local care home regularly. They chat and share experiences with the older generation. This supports children to challenge stereotypes, develop empathy and improve confidence.

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Leadership and governance Needs attention

Professional learning is embedded into practice. Leaders ensure staff regularly attend appropriate training. Staff speak highly of the professional opportunities available to them. Their most recent training on safer sleeping has had a positive impact on practice.

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Leadership and governance Needs attention

Leaders are proactive in managing staff's wellbeing and workload. They create an open culture for communication in which staff are confident to share their thoughts. Staff comment on how supportive the management team is. As a result, staff feel valued and morale is high.

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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

Inconsistencies in the delivery of the curriculum mean that not all children, especially those with special educational needs and/or disabilities (SEND), make appropriate progress from their starting points. Leaders have a clear and ambitious vision for the curriculum, but this is not consistently implemented across the nursery. As a result, some children are not challenged in their learning and do not make significant progress. Weaknesses in the implementation of routines mean that some children have to wait for long periods of time. This has a negative impact on their behaviour and affects their wellbeing.

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

Children are greeted by warm and caring staff. They are excited to come to nursery and often want to stay longer to play with their peers. Typically, children enjoy the experiences available to them. They engage in imaginative play which supports their communication and language skills. Children pretend to be firefighters and climb into their fire engines to rush to the fire and put it out. This supports children to develop context-specific vocabulary and extend their understanding of people who work in our community. However, children with SEND do not always receive the support they need to engage in the experiences that are available. Interactions are fleeting and do not always support the acquisition of language. As a result, children with SEND are not able to access a broad and balanced curriculum.

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

Generally, children play alongside their peers and develop positive relationships. Families are welcomed into the setting, and their contributions are valued. For example, parents with a healthcare background come in to share the importance of toothbrushing. Children delight in seeing their families in the setting. This supports them to feel a sense of belonging.

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

Children attend regularly. Leaders ensure that robust policies for attendance are followed. Patterns of attendance are monitored, and close relationships with families are developed. This supports children to stay safe.

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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

improve practitioners' knowledge of and expertise in how to support children's communication and language development, especially those with special educational needs and/or disabilities 28/10/2026

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Action Completion Date

improve practitioners' knowledge of and expertise in how to develop effective transitions throughout the nursery so children's emotional needs are supported 30/09/2026

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Address:

212 Golders Green Road Golders Green London NW11 9AT

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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 all children, especially those with special educational needs and/or disabilities, are supported to access a full and balanced curriculum and that all staff consistently implement effective strategies, which promote children's communication and help them to understand expectations 30/09/2026

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About this inspection

The inspectors spoke with leaders, staff, parents and carers, children, the special educational needs coordinator and the designated safeguarding lead 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. Local authority: Barnet

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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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