Bright Horizons Raynes Park Day Nursery And Preschool

Preschool

Unique reference number (URN): 2556617 Address: 3 Spencer Road, Raynes Park, LONDON, SW20 0QN Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2019 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. There is a significant lack of oversight of the correct safeguarding procedures. Leaders have not recognised that managers do not effectively monitor children's attendance and absence patterns, as well as individual circumstances. This lack of attention does not teach children good habits, particularly older children preparing to transition to school. Managers fail to seek advice from relevant agencies to help protect children's safety and welfare. The risk assessment for the indoor environment is ineffective. This exposes children to risks, such as access to electric fans, which they play with because they are within reach. Nevertheless, staff keep records of children's accidents and injuries. They maintain the required staff-to-child ratio throughout the setting.

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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 make the progress they should from their starting points. This includes children who are disadvantaged and face barriers to their learning. They do not learn about personal safety, as potentially hazardous electrical devices are left within their reach. Delays in referrals mean that children are not sufficiently prepared for the next stages of their learning, including school. Additionally, children do not develop their language skills as effectively as possible. This hinders children's ability to express themselves and build understanding. Children show interest in numbers but they do not receive sufficient support to build on and extend their mathematical skills. This impacts children's behaviour, as they become bored and restless.

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Achievement Urgent improvement

However, children develop their imagination and creativity. Babies explore malleable resources that help promote their sensory skills. Toddlers engage in imaginative play, such as pretending to be firefighters. Older children engage in activities, such as sticking and painting. All children gain physical skills. For instance, babies crawl through a wooden tunnel or use ride-on toys, supporting their balance and coordination.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders do not always create a positive environment for children. This is especially evident during transitions or when daily routines change. This leaves some children, including those who are disadvantaged and face barriers to their learning, confused and unsettled. For example, at breakfast time, staff fail to notice when children become bored and restless. When they engage with children, this is brief or unsuccessful. As a result, children wander around the indoor environment aimlessly, which leads to higher noise levels. This affects children's behaviour and it has an impact on others. Staff do not consider children's ages and stages of development when setting expectations.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders' approach to tackling children's attendance and punctuality in the setting is weak. This does not help children build positive school habits, especially older children.

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Behaviour, attitudes and establishing routines Urgent improvement

While staff are generally kind to children and encourage them to play together, not all have formed a secure attachment with children. This limits staff's ability to settle and reassure children, such as when they are upset and distressed, which affects their emotional wellbeing and confidence.

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Children's welfare and wellbeing Urgent improvement

Staff do not risk-assess the environment effectively, which does not ensure children's personal safety. For instance, they leave electric devices, such as fans, within children's reach. Children play with the fans unsupervised, which compromises their safety. Additionally, the morning routines are poorly organised, resulting in a noisy and chaotic environment. This confusion results in children, including those who are disadvantaged or face learning barriers, wandering aimlessly with little to no input from staff.

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Children's welfare and wellbeing Urgent improvement

Although a key-person system is in place, this is ineffective. Staff lack the knowledge and understanding needed to support children's individual learning needs. During snack time, for example, staff interact too little with children to demonstrate established attachments. While staff show care for children when they are upset, they do not effectively organise settling-in periods. They do not quickly recognise when children struggle to manage their emotions. Babies cry for extended periods, negatively impacting their enjoyment and emotional wellbeing. Despite this, staff make efforts to follow children's feeding and sleep routines. They meet the required adult-to-child ratios.

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Curriculum and teaching Urgent improvement

Leaders do not fully consider the needs of all children, particularly those who are disadvantaged and face barriers to their learning, when designing the curriculum. The curriculum lacks ambition and is not well-sequenced to support children in acquiring the knowledge and skills they need to succeed. This has a negative impact on children's progress and behaviour. However, staff provide age-appropriate activities, such as exploration with malleable resources including lentils and porridge. They also encourage children to explore water play and practise their gross motor skills, such as by using ride-on toys.

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Curriculum and teaching Urgent improvement

While staff make observations and assessments of children's learning, these are weak and insufficient. As a result, they do not always know children's learning needs and how to support them. This results in ineffective teaching and interactions. Staff read age- appropriate books to children, which they enjoy. However, they do not consistently model language or ask questions that encourage communication. Additionally, staff do not support the most able children well enough, such as when they show interest in numbers during activities. This prevents the development and extension of children's mathematical skills.

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Curriculum and teaching Urgent improvement

Staff's curriculum for personal, social and emotional development is weak. They struggle to engage children in sustained interactions, leaving disadvantaged children to occupy themselves with little staff interaction. The lack of engagement has a detrimental impact on children's learning experiences.

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Inclusion Urgent improvement

Staff lack the necessary skills to identify and assess children who may need additional support in this setting. This prevents them from monitoring progress, reviewing the assistance provided and evaluating its impact. This delays support for children with additional learning needs, including referrals to external agencies. For instance, although some staff have concerns about children's communication and language development, they have failed to take appropriate action to address these issues.

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Inclusion Urgent improvement

When professionals, such as occupational therapists, are already involved in a child's learning, staff have not fostered effective partnerships with them. This limitation hinders their ability to reduce the barriers these children face, preventing the curriculum from effectively meeting every child's needs. Disadvantaged children, in particular, often miss out on purposeful engagement or tailored support, which restricts their ability to fully participate in the curriculum and daily activities.

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Inclusion Urgent improvement

Staff do not recognise when the curriculum needs adjustments to accommodate the most able children. Some parents have raised concerns that their children are not well prepared for school. Staff have not acted promptly to share vital information with teachers from the schools to which children will transition. This oversight undermines children's preparation for the next stage of their education and affects their progress. Currently, no children are benefiting from additional funding.

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Leadership and governance Urgent improvement

Recently, significant challenges have affected the setting's daily operations. This hinders leaders' ability to clearly understand the setting's strengths and areas for improvement. For instance, they have not recognised the need to promptly refer children with potential concerns to the appropriate agencies. In addition, leaders do not ensure that staff conduct effective risk assessments of the environment, putting children's safety and welfare at risk. There are also previously identified weaknesses in staff supervision, which remains weak. The recruitment and induction procedures are not robust. Staff practices in teaching and care are ineffective, including their approach to addressing children's attendance and punctuality issues.

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Leadership and governance Urgent improvement

Leaders responsible for governance do not always prioritise decisions that are in the best interests of children, including those who are disadvantaged. There have been instances where leaders failed to consider staff's health and wellbeing when making operational decisions. This does not promote a positive environment for staff and children. Following an incident, leaders reviewed their policy on safer eating practices. They reinforced the setting's traffic-light system, which addresses children's dietary requirements and allergies. There are sufficient staff who have completed paediatric first-aid training, who attend to children's accidents and injuries. Overall, parents are satisfied with the communication from staff. However, leaders do not engage with other professionals to help close the gaps in children's learning and development.

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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's safety and welfare are compromised. Children with potential concerns are not identified and referred to the relevant agencies as appropriate. There is insufficient risk assessment, exposing children to dangers, such as easily accessible electric fans. Children do not consistently experience a curriculum that helps them achieve well at this setting. Teaching does not always build on what children already know and can do. Children, including those who are disadvantaged or face barriers to their learning, spend long periods wandering aimlessly with little or no staff input. In addition, staff do not adapt the curriculum sufficiently to meet the needs of more able children. They do not consistently extend children's language and communication skills. Although older children are keen to practise their counting skills, they do not receive sufficient support to extend their mathematical skills.

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

This limits children's progress and readiness for school.

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

Staff welcome parents and their children warmly at the setting. Parents find that they can talk to staff, who value their contributions. However, the partnership with other professionals is less successful. Children arrive ready and motivated to learn. They show positive relationships towards their peers and staff. However, children's initial happiness diminishes over time because the key-person system is ineffective. During transition, they wait unnecessarily, which causes their behaviour to deteriorate. The settling-in procedures are also poorly planned to ensure that children's emotional wellbeing is effectively supported. Children express their uniqueness through imaginative and creative play. They use paintbrushes to paint walls and build three-dimensional structures with blocks. Children enjoy sharing their views and recalling past experiences with staff. For example, children talk confidently about their favourite sports or food. However, these opportunities are not yet

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

fully embedded in staff's practice. Children are gaining some self-care and independence skills.

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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

gain secure knowledge and understanding of how to identify concerns about children's safety or welfare, and notify the local authority children's social care team immediately, in line with local reporting procedures 04/09/2026

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Action Completion Date

gain secure knowledge and understanding of how to recognise patterns and trends in a child's absences and their personal circumstances, and to follow these up in a timely manner 04/09/2026

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Action Completion Date

ensure that staff know how to identify and minimise all potential risks to children in the setting to keep them safe at all times 04/09/2026

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Action Completion Date

put in place effective supervision for all staff and implement this consistently to ensure they receive support, coaching, and training that promotes the interests of children 04/09/2026

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Action Completion Date

improve staff's knowledge and understanding of how to engage children and manage their behaviour effectively and consistently 04/09/2026

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Action Completion Date

improve support for disadvantaged children, those with SEND or those who may face other barriers to their learning and/or well-being to ensure it is effective, including making prompt referrals to identify and address gaps in their learning 04/09/2026

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Action Completion Date

ensure that an effective key person system is in place to form attachments with children, meet their individual needs, and help them to become familiar with the setting 04/09/2026

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Action Completion Date

establish and maintain a regular two-way flow of information with other professionals to ensure that the needs of all children are identified, supported and addressed. 04/09/2026

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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

design and sequence an ambitious curriculum, ensuring reasonable adjustments or adaptations are made to meet children's individual needs and help them to make progress 04/09/2026

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Action Completion Date

gain secure knowledge and skills of how to observe and assess children's learning to identify any gaps and set meaningful next steps. 04/09/2026

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Address:

3 Spencer Road Raynes Park LONDON SW20 0QN

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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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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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About this inspection

The inspectors spoke with leaders, staff, parents and grandparents 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. This data is from 10 August 2026

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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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