Bright Horizons Rose Cottage, Haywards Heath Day Nursery and Preschool

Bright Horizons Rose Cottage, Haywards HeathDay Nursery and Preschool
Unique reference number (URN): 2555610
Address: The Old Sawmills, Copyhold Lane, Lindfield, Haywards Heath, Sussex, RH16 1XT
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/09/2019
Registers: EYR
Registered person: Bright Horizons Family Solutions Limited
Inspection report: 16 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

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.
Achievement Expected standard
Overall, all children achieve well from their starting points, and they make age- and stage-
appropriate progress in their development. This helps children to be prepared for the next
stage of their learning, including their move to school. Children generally embed new
knowledge they have gained. This includes learning new words and using them in context.
For example, children talk about the binoculars they used during their forest school session.
Children with delays in their development make visible strides in their progress, such as
beginning to say some words clearly and learning to walk. However, at times, some children
with developmental delays do not consistently benefit from targeted learning and support. At
these times, children spend long periods engaging in their own play, and staff do not always
consider ways to build on their self-chosen activities to further extend their progress. This
does not provide children with more opportunities to practise new knowledge and skills to
ensure that this learning is fully embedded. Nevertheless, these children still progress well in
their development.
Children show that they feel safe and secure at the nursery. For example, they freely
explore their learning environment. They engage in the activities and experiences that
interest them, such as practising their football skills as they confidently kick a ball into a
goal.
Behaviour, attitudes and establishing routines Expected standard
Overall, staff effectively support all children, including those who face barriers to learning, to
show positive behaviour. For example, staff assist older children to calmly resolve issues
with their friends. Staff encourage children to think about how they can resolve the situation,
and children learn to consider solutions, such as using different resources. Children show
kindness to their friends, such as giving them toys when they cannot find one for
themselves. Children readily engage in opportunities to work collaboratively with others.

This includes arranging football activities where they work out who will kick and who will
catch the ball. Staff praise this positive behaviour, which further embeds children's
understanding of how they are expected to behave. However, at times, staff do not always
ensure that they are deployed well to enable them to respond swiftly when they notice
episodes of poor behaviour. At these times, children are not fully supported to behave well.
Children show that they are familiar with the daily routines, such as knowing when it is time
to wash their hands. Older children learn to scrape their plates after they have finished
eating and to put their dirty items away. This helps children to develop an awareness of how
to manage tasks for themselves.
Leaders implement an effective attendance policy. They work closely with parents to ensure
that they are aware of the importance of regular attendance and punctuality. This helps
children to continue to progress well in their development.
Children's welfare and wellbeing Expected standard
Leaders and staff prioritise children's emotional wellbeing and implement effective strategies
to enable children to settle quickly. For example, leaders ensure that staff get to know
children well so that they can meet their needs. For example, staff ensure that they provide
children who are feeling a bit unsure with more one-to-one support to enable them to
develop secure bonds with them. As such, younger children show their attachments with
their familiar adult and are easily comforted by them when they become unsettled.
Children benefit from opportunities to develop an understanding of keeping themselves
healthy. For example, staff ensure that they follow children's routines at home. Staff also
teach children about healthy eating. This provides them with consistent messages about
how to look after their bodies.
Children are supported to build on their independence skills from an early age. For instance,
younger children learn to wash their own hands, while older children serve their own meals
and clear up after themselves when they have finished eating. Staff also ensure that the
learning environment is arranged so that children can engage in independent learning. This
helps them to develop an ability to meet their own needs.
Curriculum and teaching Expected standard
Leaders maintain effective oversight of the curriculum and teaching, which allows them to
accurately identify both the strengths of the nursery and the areas for further development.
For instance, leaders recognise that the curriculum is well established within the outdoor
provision, and they are now working with staff to ensure it is equally embedded across the
indoor environment.
Overall, the curriculum is implemented well and supports children to progress well in their
development. For example, leaders and staff ensure that children are supported well to
develop their communication and language skills. Staff speak to children as they take part in
activities. They speak clearly and use repetitive words with younger children so that they
can develop an understanding of what these new words mean. Staff also encourage older
children to join in with back-and-forth conversations. This includes reminding children of past

events or giving them time to recall what they have previously learned. Children eagerly
share what they know, which gives them opportunities to develop their vocabulary.
Children are generally well supported in developing their mathematical understanding. For
example, staff use opportunities during activities to support children's understanding of
numbers, quantity and size. However, the teaching of wider mathematical concepts is not
consistently embedded across the nursery. This does not fully enable children to grasp a
deeper understanding of mathematical concepts.
Staff consider ways to adapt teaching during adult-led activities, so that at these times all
children benefit from teaching that supports them in their individual next steps. For example,
staff encourage younger babies to mix and pour during a sensory activity, while they support
older babies to learn the names of colours. This enables children to develop age- and stage-
appropriate skills and knowledge.
Inclusion Expected standard
Leaders and staff ensure that they get to know all children well. They regularly observe
children and assess their progress, which enables staff to quickly identify when they need
additional support. They work in close partnership with parents so that children receive the
support they are entitled to. Leaders have also improved their systems to ensure that
parents are made aware of any additional funding that may be available in order to help
provide children with the best start in life. Leaders and staff share all relevant information
with other agencies involved in children's care and development, so that they can implement
agreed strategies to support children's continued progress. This includes ensuring that
children have access to specialist equipment to enable them to be included in all aspects of
nursery life.
Leaders and staff thoughtfully consider ways to arrange the learning environment so that it
supports all children, including those who face barriers to their learning, to independently
choose what they want to engage with. For instance, children enjoy spending time throwing
and catching a large dice, which helps them to build on their physical skills. However, at
times, children engage in independent play for extended periods, which can limit their
opportunities to benefit from focused teaching that effectively supports their ongoing
learning.
Leadership and governance Expected standard
Since the last inspection, leaders have made improvements, such as further building on
partnerships with parents and other agencies involved in children's care. This has enabled
them to strengthen the quality of experiences that children have at the nursery. Leaders are
reflective and continually strive to offer the best possible care and learning for all children.
They ensure that they have effective oversight of the nursery, including observing staff
practice and giving them feedback to further enhance the quality of their teaching. Staff
report that they enjoy working at the setting and are supported well by leaders in their
wellbeing and professional development. Leaders ensure that staff complete mandatory
training, including safeguarding. They also support staff to undertake additional training,
such as specialist child development courses, to further build on staff's understanding of

how children learn and how they can be supported in their learning. This further builds on
the quality of staff practice.
Overall, leaders have an accurate overview of the strengths of the nursery, such as strong
partnerships with parents and other agencies. They have also identified areas for
development, such as enhancing the curriculum in the indoor provision so that it is
implemented as well as the outdoor provision. This enables leaders to design an action plan
to continually drive improvements within the nursery.
Leaders ensure that children access the available support and funding to enable them to
make the best possible progress in their development. This includes supporting staff to
identify gaps in children's learning promptly and working with parents and other agencies to
implement support for them.
What it's like to be a child at this setting
Children are happy and very settled at the nursery. They develop secure bonds with staff
and readily go to them when they need comfort and reassurance. Staff respond warmly,
such as giving hugs when children ask for them. Staff know children well, which enables
them to anticipate children's needs. For example, staff ensure that unsettled children have a
familiar adult readily available to support them during their day. This further builds on
children's sense of safety and security, which enables them to fully engage in their learning.
Staff successfully arrange the environment so that children have the freedom to interact in
learning that interests them and supports their overall development. As such, all children
show high levels of engagement as they freely explore their indoor and outdoor
surroundings.
Children actively seek out opportunities to engage in independent play and adult-led
activities. Staff readily welcome children when they show an interest in group activities. For
example, when younger children indicate that they want to take part in the forest school
experience that the older children are doing, staff ensure that there are enough resources so
that they can join in. Staff also ensure that they spend time talking to each child, which gives
them a chance to share their thoughts and ideas. This helps children to feel valued and
included and develop positive relationships with staff and their peers.
Staff successfully use the outdoor environment to create a variety of learning opportunities
for children, such as teaching them about the local wildlife. Children also learn to care for
the on-site animals, which enables them to show kindness for living things and develop

Inspector:
Hayley Kiely
About this setting
Unique reference number (URN): 2555610
Address:
The Old Sawmills, Copyhold Lane, Lindfield
Haywards Heath
Sussex
RH16 1XT
Type: Childcare on non-domestic premises
Registration date: 24/09/2019
respect for their world around them. Children also develop an understanding of managing
risks for themselves, with gentle support from staff. For example, they learn to navigate the
uneven ground of the woodland area. This also helps children to strengthen their large
muscles.
Next steps
Leaders should support staff to further enhance their practice and provide more
opportunities for children with gaps in their learning to benefit from teaching that precisely
targets their ongoing development.
Leaders should enhance the teaching of mathematics to help children grasp a deeper
understanding of mathematical concepts.
Leaders should support staff to deploy themselves effectively to enable them to
consistently respond swiftly to incidents of poor behaviour.
About this inspection
The inspector spoke with leaders, staff, parents and carers 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.

Registered person: Bright Horizons Family Solutions Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: West Sussex
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
65
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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