Bright Horizons Kenton Day Nursery and Preschool

Preschool

Unique reference number (URN): EY286324 Address: 9 The Ridgeway, Kenton, Harrow, Middlesex, HA3 0LJ 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 not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. They do not maintain effective oversight of children who may be vulnerable. Leaders do not ensure that staff have the information they need to understand known risks and their responsibilities in keeping children safe. They do not identify patterns of concern, assess risks or take timely action when concerns arise.

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Safeguarding standards not met

Staff know that they should report concerns to leaders. However, leaders do not ensure that staff receive the safeguarding training, support and guidance they need to understand safeguarding procedures and local safeguarding arrangements. As a result, they do not always understand how concerns should be shared and escalated. These weaknesses mean that leaders cannot be assured that concerns about children's welfare are identified, monitored and acted on quickly enough to help keep children 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 Urgent improvement

Children do not develop communication, language and thinking skills well enough. Some children spend long periods without meaningful interaction and do not develop the skills they need to communicate, express their ideas and make sense of their experiences. Children often show interest in activities at first. However, they do not sustain their engagement, involvement or concentration in learning experiences. As a result, some children do not make the progress of which they are capable.

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Achievement Urgent improvement

Children play alongside their peers and develop some early social skills through shared activities and routines. They enjoy opportunities to listen to stories, join in with songs and take part in physical play. However, they do not develop the knowledge, skills and understanding they need across the areas of learning. Consequently, gaps in some children's learning are not narrowed quickly enough. Children are not well prepared for the next stage in their learning and development.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders do not provide effective oversight of staff practice in relation to behaviour, attendance and daily routines. They do not monitor attendance and punctuality closely enough to identify concerns or take appropriate action when children are absent or arrive late. Staff do not establish clear routines or help children, including those with barriers to their learning and wellbeing, understand what is expected of them. They do not prepare children well for changes in daily activities. As a result, children become unsettled and struggle to understand boundaries and routines.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders do not ensure that staff help children understand expectations or manage their behaviour effectively. Staff tell children to stop unwanted behaviour or to use 'kind hands'. However, they do not explain expectations, model positive behaviour or help children to manage their feelings. Children push, snatch resources and struggle to take turns. Staff miss opportunities to develop children's social skills and self-regulation. They give children mixed messages about expectations and do not adapt routines or behaviour strategies to meet their individual needs. As a result, children become distressed or disengaged.

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Behaviour, attitudes and establishing routines Urgent improvement

Children enjoy some shared play experiences with their peers. However, they do not develop the social and emotional skills they need to understand expectations, manage their behaviour and build positive relationships. Consequently, children do not develop the skills they need for future learning.

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Children's welfare and wellbeing Urgent improvement

Leaders do not provide effective oversight of children's welfare and wellbeing. They do not identify or address weaknesses in how staff support children's emotional wellbeing, individual needs and sense of security. Leaders do not ensure that staff understand and implement the key-person role effectively. Staff do not adapt care and support to meet children's needs. Children who face barriers to their learning and/or wellbeing do not receive the support they need to participate fully in daily experiences. Staff do not consistently respond to children's emotional cues, choices or routines.

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Children's welfare and wellbeing Urgent improvement

Children do not consistently receive care and reassurance from adults who know them well. Some children become upset, seek comfort or follow staff for reassurance. However, staff do not always respond appropriately. Staff also prioritise routine tasks, such as nappy changing, over responding to children's emotional needs. As a result, children do not always receive the emotional support they need to feel safe and secure.

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Children's welfare and wellbeing Urgent improvement

Children benefit from fresh fruit, nutritious meals and a clean environment. Staff supervise children appropriately during mealtimes and support some independence. However, weaknesses in care practices mean that some children do not receive the comfort and reassurance they need to feel safe and secure.

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Curriculum and teaching Urgent improvement

Leaders do not provide effective oversight of the curriculum. They do not ensure that staff understand what children should learn or how to build on what children already know and can do. Staff often supervise activities rather than teaching children through play. They do not use children's interests, prior learning or next steps to move learning forward. Staff miss opportunities to develop children's communication, thinking and understanding. For example, some staff provide resources for activities but offer little discussion, questioning or challenge to extend children's learning. Children show interest in activities at first. However, staff do not maintain children's engagement or involvement in learning. Children lose interest quickly and do not sustain their attention or concentration.

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Curriculum and teaching Urgent improvement

Staff do not adapt activities well enough for children who face barriers to learning, including children with special educational needs and/or disabilities. As a result, some children spend long periods without meaningful interaction or support. Leaders have not identified or addressed weaknesses in teaching and curriculum delivery. Consequently, children do not benefit from an ambitious curriculum or effective teaching that helps them make good progress. Although some staff support children to develop physical skills and explore resources, this practice is not typical across the setting.

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Inclusion Urgent improvement

Leaders do not identify, assess or respond to children's additional needs effectively. They do not have clear systems to identify children's needs, plan support or review the impact of actions taken. As a result, some children with emerging special educational needs and/or disabilities (SEND) do not receive the help they need at the earliest opportunity.

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Inclusion Urgent improvement

Leaders and staff do not have a clear understanding of what support is in place for some children. They cannot explain how children's needs are being met or how support helps them make progress. Parents raise concerns with leaders about their children's development. However, leaders do not ensure that appropriate plans or interventions are in place. Nor do they adapt provision sufficiently to support children's individual needs. Children who face barriers to learning do not receive the support they need to take part fully in activities and daily routines. Staff miss opportunities to support children's communication, engagement and learning. As a result, some children spend long periods without purposeful interaction or targeted support.

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Inclusion Urgent improvement

Leaders do not seek help from relevant professionals quickly enough. They also lack oversight of children with SEND and children who may be vulnerable. Consequently, children do not receive the timely support they need to reduce barriers to their learning, development and wellbeing.

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Leadership and governance Urgent improvement

Leaders and those responsible for governance do not provide effective strategic oversight of the nursery. Recent leadership changes have created a fragile leadership structure and reduced leaders' capacity to monitor practice. Although leaders recognise some weaknesses, they do not act swiftly or successfully to address them. As a result, significant weaknesses in teaching, safeguarding, children's welfare and support for children with additional needs remain.

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Leadership and governance Urgent improvement

Leaders do not evaluate the quality of the provision accurately. They do not provide staff with sufficient supervision, support or accountability to ensure that expectations are understood and implemented. Senior leaders are regularly deployed within ratios, which limits their capacity to monitor practice, support staff and drive improvement. Leaders do not ensure that staff have the time, support and guidance they need to fulfil their responsibilities effectively. Consequently, leaders do not identify weaknesses in the quality of practice quickly enough or take effective action to secure the necessary improvements. Leaders do not manage concerns and complaints effectively. They cannot demonstrate that they engage effectively with concerns raised by parents or use feedback to improve the provision. Leaders recognise the weaknesses identified; however, they have not secured improvements to prevent the negative impact on children's experiences.

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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 receive the support they need to learn, settle and thrive. Leaders do not use safeguarding information effectively to identify risks and protect children's welfare. For example, they do not analyse patterns of unexplained injuries or take timely action when concerns about vulnerable children arise. Staff do not consistently meet children's emotional, learning and developmental needs. Some children spend long periods without meaningful interaction from adults. Staff miss opportunities to help children develop their communication, thinking and understanding. Children who need extra help do not always receive the support they need to take part in activities and routines.

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

Children do not always benefit from clear routines. Transitions between activities are often disorganised. Some children become unsettled and disengaged. Staff do not consistently help children understand expectations or manage their feelings. As a result, children do not always learn how to share, take turns or build positive relationships with others.

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

Children do not consistently receive personalised care from adults who know them well. Some children who are upset seek comfort and reassurance from adults but do not always receive the support they need. Daily routines do not always reflect children's individual needs. This limits some children's sense of security and wellbeing.

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

Children's attendance and punctuality are not promoted well enough. Leaders do not maintain strong oversight of children who may be vulnerable. This means that some children do not receive the support they need to help them feel safe and included.

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

Despite these weaknesses, children enjoy access to a range of indoor and outdoor resources. They take part in activities such as stories, creative play and physical play. Children develop some independence during mealtimes and have access to healthy, freshly prepared food. Staff supervise children carefully during meals, and children benefit from a safe environment in which to play and explore.

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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 safeguarding policies and procedures are consistently implemented 26/08/2026

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Action Completion Date

ensure that all staff are trained and are confident and supported to consistently implement the setting's safeguarding policy and procedures 26/08/2026

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Action Completion Date

ensure that clear procedures for monitoring children's attendance and punctuality are understood and implemented 26/08/2026

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Action Completion Date

ensure staff are supported to undertake appropriate training and professional development opportunities to provide quality learning experiences for children 26/08/2026

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Action Completion Date

ensure effective arrangements are in place to effectively support children with special educational needs and/or disabilities 26/08/2026

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Action Completion Date

ensure staff model and teach positive behaviour, so that children understand expectations, develop self- regulation and learn how to interact respectfully with others 26/08/2026

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Action Completion Date

ensure that key persons understand and respond to children's individual needs, helping them feel safe, secure and valued 26/08/2026

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Action Completion Date

ensure complaints are managed effectively, including completing investigations and providing complainants with a response within the required timescales 26/08/2026

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About this inspection

The inspectors spoke with leaders, designated safeguarding leads, staff, the special educational needs coordinator, parents and children 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

Recent changes within the leadership team have resulted in a period of transition.

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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. Seema Parmar Beth Wilson

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Address:

9 The Ridgeway Kenton Harrow Middlesex HA3 0LJ

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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 : 07:00 - 18:00

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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

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