Bright Horizons Shoreham-by-sea Day Nursery and PreschoolOfsted report card, 30 Sept 2026

and Preschool

Unique reference number (URN): EY563239 Address: 48 Buckingham Road, Shoreham-By-Sea, Sussex, BN43 5UD Type: Childcare on non-domestic premises Registered with Ofsted: 13/08/2018 Registers: EYR 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 Expected standard

Children generally make steady progress from their individual starting points across all areas of learning. They successfully build their language and communication skills through daily play. Younger children listen carefully to practitioners and repeat new words to expand their vocabulary. As children grow, they remember key concepts and use two-word sentences to say what they want. Children who face specific barriers to their learning generally achieve well because they receive helpful support to meet their individual developmental goals.

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Achievement Expected standard

Children securely gain the early literacy, mathematical and physical skills they need for their future success. They choose to look at books frequently, count objects during games and learn to walk and balance safely. Children also develop a real sense of pride in what they can do and maintain high levels of concentration during activities. This typical progress ensures that children develop the age-appropriate knowledge and habits required to be fully ready for their future classrooms.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set high expectations for behaviour that are commonly understood by parents and children. Practitioners act as caring role models by teaching children how to treat each other with kindness and respect. Children play collaboratively, learn to take turns during games and get along well with their friends. These well-practised routines are known and understood by the children, which helps everyone settle quickly into daily nursery life.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners explicitly praise positive choices and teach children the skills they need to focus attention on their play goals. However, leaders are still working to ensure that practitioners consistently enable the best positive behaviour through their daily teaching. While expectations are typically high, practitioners are currently working together on how they stop minor disruptions or unkind actions to ensure a uniform approach. Practitioners quickly redirect children safely and remind them to use polite words during group conversations.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of punctuality and regular attendance by keeping a close record of daily patterns. Practitioners consider individual family circumstances and talk regularly with parents to offer support if attendance drops. This shared focus helps families establish healthy morning habits and overcomes potential barriers to arriving on time. Children show positive attitudes to learning and look forward to exploring the nursery safely alongside their friends.

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Children's welfare and wellbeing Expected standard

Practitioners generally establish secure and caring attachments that help children feel emotionally safe at the nursery. Children of all ages comfortably seek out familiar adults for hugs and emotional comfort throughout the day. Key persons are sensitive to children's individual needs, using tools like 'calm-down bottles' to support them when they feel frustrated. Leaders implement procedures to manage food intolerances and protect children with specific dietary needs. Practitioners use coloured place cards and separate plates during mealtimes to serve healthy, balanced food safely.

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Children's welfare and wellbeing Expected standard

Leaders take prompt action to protect children from potential dangers during daily play. For example, when leaders identified risks with small objects being available for children that could be potential choking hazards, additional measures and risk assessments were put into place promptly. These safety procedures include extra checks of items available in each room. Practitioners also use a clear mechanism for checking which play items are age- and stage-appropriate to have in the learning rooms.

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Children's welfare and wellbeing Expected standard

Children typically learn how to look after their bodies and build a good understanding of personal health. Practitioners help children learn how to wash their hands independently before eating snacks and meals. They watch children carefully during physical games with their friends to prevent injuries and keep everyone safe. This regular support helps children build healthy daily habits and gain independence in their self-care.

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Curriculum and teaching Expected standard

Leaders design a clear plan for learning that focuses on comforting children as they learn to separate from their families. Practitioners build on this security to help children feel comfortable to explore their surroundings. For younger children, the layout focuses on physical development, including learning to walk steadily and balancing safely. Practitioners routinely plan daily play activities around the current interests of the children to keep them interested.

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Curriculum and teaching Expected standard

Practitioners use everyday routines to introduce counting skills and mathematical language. During mealtimes, practitioners count out plates and talk about the different shapes and sizes of objects. However, leaders are still in the process of ensuring that highly effective teaching and interactions are fully embedded across the entire nursery. While the curriculum is typically taught well, some daily interactions are inconsistent. This variation means that opportunities to extend a child's learning are sometimes missed by some practitioners. Practitioners successfully help children in all age groups build the personal and social independence they need for their next stage of education. This practical support helps younger children transition between different rooms and prepares older children to start school with confidence. Children are routinely encouraged to choose their own play materials and express their feelings clearly. Practitioners focus on supporting emotional

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Curriculum and teaching Expected standard

development so that children feel safe and settled during the day.

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Inclusion Expected standard

Identifying, assessing and meeting the individual needs of children is a priority for the team. Practitioners collect helpful background details from families before a child starts at the nursery. This initial information helps practitioners spot any early vulnerabilities or unique barriers to learning. Leaders also build successful partnerships with external local authority services and multi-agency healthcare teams. This shared work ensures that families who previously required extra intervention, or who may need additional support in specific areas, receive the right help.

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Inclusion Expected standard

Practitioners assess children's patterns of behaviour and monitor how well they settle. This enables practitioners to regularly update targets and check that everyone makes steady progress. However, leaders are currently in the process of embedding these inclusive strategies to ensure consistency across the team. Practitioners regularly adapt daily learning games so that children with varying starting points can join in safely alongside their friends. Leaders also look for extra professional training to help the wider team manage these tracking systems confidently.

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Inclusion Expected standard

Parents typically express very positive views about the approachable and caring nature of the practitioners. Families feel well supported because practitioners listen carefully to their wishes during regular update meetings. Practitioners give verbal feedback at pick-up times and send digital notifications to keep parents informed about daily achievements. This regular communication has been put into place to help parents feel fully included in nursery life and support learning at home.

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Leadership and governance Expected standard

Leaders maintain an understanding of their local community and manage the nursery with a focus on continuous improvement. They establish successful relationships with local authority teams and work hard to maintain professional standards. Leaders collaborate closely with recruitment specialists to ensure that background checks and reference histories are verified thoroughly. This structured approach helps ensure that all adults pass suitability assessments before they begin their roles.

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Leadership and governance Expected standard

Practitioners feel well supported by the management team and describe a positive workspace where their wellbeing is prioritised. Leaders use regular meetings and supervision sessions to check in on workloads and talk through daily responsibilities. They are reflective about general practice, especially the quality of education, but leaders are still in the process of ensuring that all improvement priorities are completely effective. Some updated training measures and monitoring routines are not currently embedded or entirely consistent across the full team. When procedures are not followed, resulting in a breach to the requirements, leaders are prompt to take action and to minimise any ongoing risk. For example, they have recently improved the procedures for risk assessment and allergy management.

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Leadership and governance Expected standard

Management teams use multi-layered checking systems and regular internal quality audits to evaluate the overall running of the nursery. They work alongside senior staff with organisational oversight to review daily registers, accident logs and tracking charts systematically. This management oversight ensures that past safety notifications are reviewed and that risk assessments are updated appropriately. Leaders communicate with families to share progress and listen to feedback, helping parents feel involved in the nursery community.

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

Children generally experience a welcoming, calm and predictable environment where they feel safe to learn through play. Most children separate confidently from their families in the mornings and settle quickly into the daily timetable. For those who need support with this transition, practitioners provide reassuring face-to-face comfort until the children feel secure. This steady support helps children build up emotional security and feel comfortable while exploring the indoor playrooms. Children move around the free-flow environment with ease and select age-appropriate toys that match their personal choices. They benefit from care routines that typically help them feel happy, independent and secure during their time at the nursery.

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

Children belong to a friendly social space where they choose how to intermingle across different rooms. They enjoy exploring nature alongside their friends in a separate outside area with a dedicated forest school teacher. This outdoor learning allows children to interact with the environment safely and build confidence in the fresh air. Children are encouraged to talk about their preferences and get explicit praise when they politely ask for more of a healthy food item at snack time. They build positive attachments with their key persons and accept help from adults willingly. Children who face barriers to their learning get the help they need to participate fully in daily nursery life.

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

Children typically show positive, settled attitudes during their daily activities and make steady progress from their individual starting points. They build early language skills by listening to stories, singing rhymes, and sharing back-and-forth conversations with practitioners. Toddlers remember key words and practise saying two-word sentences to express their thoughts clearly during play. Children count objects during mealtimes and explore early mathematical ideas during group play. They wipe their hands with their own

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Address:

48 Buckingham Road Shoreham-By-Sea Sussex BN43 5UD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 13/08/2018 damp flannel during mealtimes and wash their hands independently before eating. This regular progress ensures that children feel confident as they prepare for their future.

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Next steps

Leaders should strengthen the support for staff to address minor inconsistencies in the quality of teaching and interactions. Leaders should enhance the focus on managing children's behaviour so that all staff fully understand and carry out their responsibilities.

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About this inspection

The inspector spoke with leaders, staff, parents and carers, and engaged with 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 provision that is registered on the Early Years Register. The registered person must ensure that the 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. Registered person: Bright Horizons Family Solutions Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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

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