Bright Horizons Goldhawk Road Day Nursery and Preschool

Bright Horizons Goldhawk Road Day Nursery andPreschool
Unique reference number (URN): 2756061
Address: 214 - 216 Goldhawk Road, Shepherd's Bush, Greater London, W12 9NX
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/09/2023
Registers: EYR
Registered person: Bright Horizons Family Solutions Limited
Inspection report: 3 March 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
Expected standard
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.
Inclusion Strong standard
Leaders are extremely dedicated to ensuring that every child reaches their full potential.
They work closely with staff to identify and assess the individual needs of children, including
those who are disadvantaged and those with special educational needs and/or disabilities
(SEND). Staff accurately monitor children's progress and use the information gathered to
provide support and reasonable adjustments. These consistent and timely adaptations help
reduce the barriers children face. This is highly impactful, particularly for children who face
language delays or behavioural challenges.
Leaders ensure that staff complete relevant training to enhance their understanding of how
to swiftly identify and respond to children with SEND. They also engage actively with
parents and health professionals, including health visitors and physiotherapists, to help plan
children's learning experiences. Parents whose children have faced challenges in the past
often find that staff go 'above and beyond' to support their children and families. Parents
notice significant progress in their children's language and physical skills. Leaders use
additional funding to ensure that children have access to appropriate equipment within the
setting. This provides comfort and reassurance to disadvantaged children as they participate
in a wide variety of activities.
Achievement Expected standard
Children are progressing typically for their age and developmental stage. They develop
some important skills in preparation for school. For example, children learn to socialise and
behave well. They develop their communication and language skills as they listen to stories

and sing songs. Children talk to staff during play and receive information, which helps to
widen their vocabulary. As a result, children become effective communicators. Children
count and use numbers during their interactions with others, supporting their early
mathematical skills. Children have regular access to the outdoor environments. They use
balance boards and low-level bridges to support their large muscle skills.
Children forge positive relationships and are well supported by their key person. This gives
children the confidence to separate from their parents and/or carers. Children with special
educational needs and/or disabilities are well supported and receive the necessary
assistance to access the curriculum and make progress.
Behaviour, attitudes and establishing routines Expected standard
Staff create an inclusive environment for children to play and learn. This makes children
happy and eager to participate. For example, while waiting for lunch, staff spontaneously
respond to older children, who play harmoniously together creating a bus with stools and
small wheels. Children squeal with delight as they use steering wheels to navigate, while
staff share what they can see along the route. Children interact positively with their friends
and show respect for their environment. Staff build close relationships with children.
Children enjoy spontaneous hugs and receive lots of praise from staff. This supports
children's emotional wellbeing effectively.
Staff consider children's ages and individual needs when setting their behavioural
expectations. During activities, they help children to recall previous learning of words from
the 'We're going on a bear hunt' story. Children make links and use words in a different
context, such as 'can't go over it, can't go under it'. However, staff occasionally do not
consider activities to help prepare children when there is a change in daily routines. This
affects children's motivation levels and attitudes, which are otherwise positive. Leaders
recognise the importance of punctuality and attendance. They actively monitor children's
time in the setting and address any barriers to help children develop good attendance habits
for school.
Children's welfare and wellbeing Expected standard
Staff create a calm and positive learning environment for children. On arrival, they greet
children warmly and interact positively with them. Staff comfort children and provide plenty
of reassurance. This is particularly effective for babies who need support or for older
children who become upset during play. This nurturing approach helps children feel safe and
secure, preparing them to engage in their learning.
The key-person system is effective, with staff connecting with all children, including those
with special educational needs and/or disabilities. Staff take the time to communicate with
parents about any factors that may impact a child's day. They also ensure that children have
opportunities to refuel and recharge. This promotes children's understanding of how to
maintain their physical and emotional health. Children learn about personal safety, such as
when playing in hot weather conditions.
Staff support children in managing their emotions. For instance, they allow children to
recognise how their emotions affect their bodies. Staff use an approach that provides

targeted support, particularly for those who struggle to regulate their emotions. This initiative
helps children build resilience and develop secure attachments. Staff consider children's
individual needs when planning care routines, such as feeding and nap times. However,
some staff do not always fully understand or implement the expectations, particularly during
mealtimes. The inconsistency means that children cannot always develop essential skills,
such as their independence.
Curriculum and teaching Expected standard
Leaders ensure there is an ambitious curriculum that considers the individual needs of each
child. Leaders and staff swiftly understand each child through conversations with parents
and regular observations. This helps them to plan effectively for children, while ensuring
secure learning at each stage before moving on to build on what children need to know next.
Staff are highly responsive to children with special educational needs and/or disabilities. The
curriculum is tailored so that all children have equal access to learning opportunities. For
example, staff adapt physical activities to ensure they are suitable for children's age and
development. Children develop their balancing skills and coordination well. However,
teaching is not always consistent. This means that children have occasional lapses to
extend their learning further.
Children are making typical progress from their starting points. Staff sing songs and rhymes
to develop children's language skills. Babies have lots of fun singing along and catching
bubbles in the air. Toddlers enjoy exploring nature through natural resources and water,
using their senses of smell and touch. Staff incorporate mathematics by teaching children to
compare size and quantities using words, such as 'bigger' and 'smaller', 'long' and 'short'.
This helps children make sense of the world and solve problems through play.
Leadership and governance Expected standard
Leaders are reflective practitioners who can identify the setting's strengths and areas for
further development. They have introduced positive initiatives, such as the international
library, which promotes children's early love of reading in different languages. Children
broaden their vocabulary and understanding, which is evident among disadvantaged
children, those with special educational needs and/or disabilities, and those who speak
English as an additional language. Leaders are currently reviewing children's outdoor
experiences to further enrich their learning.
Leaders engage well with parents and understand the surrounding community. They have
plans to participate in a range of community projects. Parents share that leaders have
improved parent communication and presence. They appreciate the support that leaders
provide in ensuring their children receive the best possible care.
Leaders are passionate about providing inclusive care that considers all children, regardless
of any disadvantages they may face. Leaders support staff well and are mindful of their
wellbeing. They ensure staff complete regular training across a range of areas to keep their
knowledge up to date and relevant. Staff appreciate the regular supervision and professional
development opportunities. They have completed mandatory training and increased their
knowledge of how to work more effectively with babies. However, there are inconsistencies
in staff's teaching skills, which affect their ability to consistently extend children's learning.

Staff also do not always organise transitions between activities effectively or consistently
promote children's independence skills.
What it's like to be a child at this setting
Staff greet children and, where necessary, obtain updates from parents to gain an
understanding of anything that may impact a child's day ahead. This supports children's
emotional development and helps them feel secure. Children are excited to start their day
and meet their friends. Staff and leaders ensure the environment is inclusive and supportive
so that every child, including those with special educational needs and/or disabilities
(SEND), has the same opportunities to learn and thrive. Leaders recognise the importance
of promoting regular attendance. Where possible, they offer parents flexible times so
children can benefit from playing and learning with their friends. Children make typical
progress from their starting points.
Staff are attentive to all children's needs, including their sleep and eating habits. Children
have plenty of choices throughout the day, which helps to build their confidence. They learn
about good hygiene habits to protect their health. For example, during lunchtime, all children
wash their hands before meals and tidy up after themselves. Children demonstrate a 'can-
do' attitude as staff offer encouragement and guidance throughout the day. Children have
positive attitudes towards their learning.
Staff teach children to behave well. Children learn the impact of their actions through
conversations and explanations from staff. Children are kind to their friends and learn
positive social interactions. For example, young children play together at the mud kitchen.
They fill and pour from containers and copy their peers as they master skills using their
small finger muscles. They share their experiences with staff, demonstrating their happiness
and feeling of safety.
Next steps
Leaders should further develop staff's teaching skills to ensure they can maximise
opportunities for extending children's learning.
Leaders should review the organisation of activities to ensure that staff prepare children
well enough for changes in the daily routines.

Inspectors:
Jacqueline Halpin
Marisol Hernandez-Garn
About this setting
Unique reference number (URN): 2756061
Address:
214 - 216 Goldhawk Road
Shepherd's Bush
Greater London
W12 9NX
Type: Childcare on non-domestic premises
Registration date: 29/09/2023
Registered person: Bright Horizons Family Solutions Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Hammersmith & Fulham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
Leaders should ensure that staff understand and implement expectations consistently to
help children develop their independence.
About this inspection
The inspectors spoke with leaders, practitioners, SENCo and parents during the 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 3 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
90
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.

The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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