Bright Horizons Beckenham Day Nursery and Preschool

Preschool

Unique reference number (URN): EY492845 Address: 20 Langley Road, Beckenham, BR3 4AD Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2015 Registers: EYR, CCR, VCR Registered person: Bright Horizons Family Solutions Limited

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children enjoy exploring the learning environment and playing with their friends. They persevere and concentrate on tasks and activities that interest them. For example, children spend extended periods of time at the water play as they make pretend soup for their friends. Staff support children well to learn how to share and take turns with the toys. They invite children to help with small tasks to develop their sense of responsibility. Staff promote good manners, such as saying 'please' and 'thank you'. They regularly praise children for their efforts.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff put in place carefully thought-out settling-in and transition routines. This supports babies and children to settle in well when they first begin to attend or move rooms within the nursery. As a result, all children, including those with special educational needs and/or disabilities and barriers to their learning, show that they feel settled in the care of their key persons.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance to parents and carers, and most children attend regularly. Leaders use additional funding for children to support them to make progress in their learning. This supports children and families to maintain positive routines to support their needs and prepare them for starting school.

p.2

Inclusion Expected standard

Leaders and staff place inclusion at the centre of their practice. They create a highly inclusive environment where all children feel valued and supported. Staff know children well. They identify needs early and take effective action to secure the support that children need. They work closely with parents and external professionals to plan and review support for children. This helps children engage, follow routines and be prepared for next stage of

p.2

Needs attention

learning. Leaders actively engage with professionals to secure early help to support families in need.

p.3

Needs attention

Children with special educational needs and/or disabilities make sustained progress from their starting points. Staff use detailed knowledge of each child to adapt teaching and provide well-matched support. For example, staff provide targeted strategies, including one- to-one support and approaches they agree with external professionals, which help children engage, follow routines, communicate and play alongside others.

p.3

Needs attention

Staff use children's interests effectively to promote engagement and participation. Leaders use additional funding well to meet individual needs. Staff help children build friendships, join group activities and grow in confidence. Staff build strong partnerships with parents and professionals, which supports continuity of care and learning. Staff prepare children well for transitions within the setting and beyond.

p.3

Leadership and governance Expected standard

Following a recent breach in requirements of the early years foundation stage regarding procedures followed by staff for children attending the setting with allergies, these were addressed and leaders strengthened the policies and procedures that staff follow to ensure children with allergies are kept safe. Leaders are reflective and aware of the nursery's strengths and areas of development and use this information to bring about improvement. For example, they have identified weaknesses within the curriculum and teaching and have an action plan in place to enhance the nursery's continued improvement. They invest heavily in staff development. Staff speak positively about professional development opportunities and understand the benefits of continual constructive feedback. Practitioners feel valued and supported to do their job well and manage their workloads.

p.3

Leadership and governance Expected standard

Leaders have a secure understanding of the contextual needs of the nursery. They have established effective partnerships with external agencies and work closely with parents to create a fully inclusive environment. Parents speak highly of the nursery, particularly valuing its flexible approach and inclusive ethos. They feel that their children are well-looked after and that the children benefit from consistent staff ensuring consistency in the children's care needs.

p.3

Leadership and governance Expected standard

Leaders take action to ensure that practitioners' workload and wellbeing are supported. Regular supervisions and impromptu conversations give practitioners the opportunity to discuss any concerns about children and/or areas for development. Leaders engage with external professionals thoughtfully and professionally. They consider recommendations carefully and generally implement them.

p.3

Achievement Needs attention

Children do not consistently achieve as well as they could across all areas of learning. Variability in the quality of teaching and learning means that some children have fewer opportunities to build securely on their existing knowledge and skills. For instance, restricted time outdoors for babies impacts how they develop their physical skills and manage risks.

p.3

Achievement Needs attention

Overall, children make progress from their starting points. Children recall previous learning and apply what they know during play and activities. For example, they confidently use new language they have learnt in play, and babies demonstrate the Makaton signs they know to support communication. Children develop communication skills, learn to manage their feelings and build positive relationships with their peers and staff.

p.4

Achievement Needs attention

Children, including children with special educational needs and/or disabilities, make progress over time and develop some of the skills needed for their next stage of learning. However, inconsistencies in learning experiences mean that some children are not as well prepared for their next stage of learning as they could be.

p.4

Children's welfare and wellbeing Needs attention

Staff do not consistently provide the high-quality interactions children need to support their wellbeing. Some routines, such as during snack and mealtimes, do not support the babies wellbeing and staff do not always respond in ways that help them feel involved, reassured and supported. At times, practical tasks and routines take priority over children's involvement in experiences. As a result, some children do not consistently benefit from responsive interactions that promote their emotional wellbeing and sense of involvement.

p.4

Children's welfare and wellbeing Needs attention

Leaders have established appropriate routines to support children's care needs and wellbeing. Parents speak positively about the care their children receive and report that staff know their children well. A well-developed key-person system supports children to develop strong and trusting relationships with staff and they are confident to seek comfort and reassurance when needed.

p.4

Children's welfare and wellbeing Needs attention

Overall, children are happy, settled and develop positive relationships with staff and their peers. Older children are familiar with daily routines and demonstrate a sense of belonging within the nursery. However, variability in the quality of interactions during some daily routines with the babies means that children do not consistently benefit from the nurturing experiences that leaders intend.

p.4

Curriculum and teaching Needs attention

The curriculum is not consistently planned across all areas of learning. This means that children do not consistently achieve and thrive due to the variabilities in the quality of teaching and implementation of activities. While they show an initial desire to join in, they quickly loose interest as the resources are not available, or are not engaging and they leave. Books are popular among all children. Toddlers enjoy listening to story sacks as staff are animated during these sessions, encouraging children to be keen to join in and extend their language. All children frequently visit the book areas to look through their favourite stories and enjoy group story time.

p.4

Curriculum and teaching Needs attention

Staff do not always implement the curriculum effectively to provide purposeful activities for children. This means that children do not always sustain interest in activities, as some activities are not carefully planned for. Children are not sufficiently supported to extend their thoughts and ideas, such as, in building wooden structures and exploring mathematical concepts. Younger children have limited access to the outdoor space, which means there are limitations on how staff support them to develop physically.

p.4

Curriculum and teaching Needs attention

Staff prepare plans for children with special educational needs and/or disabilities and children with barriers to learning, and staff implement these well for children to make sufficient progress. When teaching is effective, children strengthen their focus and dexterity as they carefully paint the wooden fence panels, manipulate play dough and explore sensory activities. Children participate in activities to develop their focus and attention skills, where staff teach them to take turns in very small groups and name objects. This helps to support children's communication and language skills.

p.5

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children's experiences in the setting are shaped by some weaknesses in how leaders manage the outdoor environment. Although the outdoor area is risk assessed and safety measures are in place, not all areas are accessible and this impacts on the babies having time outdoors. Leaders and staff encourage children's independence and have established routines in place to support this. Despite these clear routines, such as rolling mealtimes, leaders do not recognise that at times, the youngest children are left to wait for their turn and could potentially miss the social aspect of being with peers. This impacts their emotional wellbeing.

p.6

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 build trusting and secure relationships with staff and interactions are effective. Staff know the children well and there is an effective key-person system in place.

p.6

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

Children and their families develop positive relationships with the caring staff team. Children arrive happily and are eager to see their peers. They enthusiastically become involved in learning. Children make clear choices in their play and select resources to extend games with their friends. For example, children enjoy working cooperatively to construct a house with the large building blocks and negotiating with each other on what resources to add to the water play.

p.6

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

Children with special educational needs and/or disabilities and those with other barriers to their learning are well supported to engage fully in learning opportunities. For instance, staff use picture lanyards and visual timetables to support children to make progress. Children build their friendships with peers. They develop into confident and curious learners. Staff support all children to develop the skills and attitudes needed to feel well prepared for the next stage of their education. Overall, children demonstrate increasing independence. Across the setting, they receive encouragement to develop the independence skills needed for the future, such as serving their food and pouring drinks.

p.6

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:

p.6

Action Completion Date

implement an ambitious and sequential curriculum that builds consistently on what children need to learn next 18/09/2026

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Bright Horizons Family Solutions Limited

p.7

Action Completion Date

ensure that staff understand child development and how learning progresses across all areas of learning 18/09/2026

p.7

Action Completion Date

leaders must ensure that babies have daily access to the outdoor learning to enhance their physical development 14/09/2026

p.7

Action Completion Date

leaders must ensure that all routines are age appropriate to ensure that all children's wellbeing is supported 18/09/2026

p.7

About this inspection

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

p.7

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.9

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.

p.9

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 .

p.9

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9