Bright Gems Nursery South Tottenham

Bright Gems Nursery South Tottenham
Unique reference number (URN): 2809318
Address: St. Ignatius RC Primary School, High Road, London, N15 6ND
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/09/2024
Registers: EYR
Registered person: Bright Gems Nursery Ltd
Inspection report: 23 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Babies and young children demonstrate positive behaviour that consistently exceeds
expectations for their age and stage of development. They show respect, kindness and
consideration for one another. Staff model expectations at children's level and support all
children to share, take turns and cooperate. Children follow routines calmly and show
growing independence in their self-care. Staff respect children's privacy and dignity at all
times. Mealtimes are sociable occasions, and children enjoy nutritious food, freshly cooked
on site. Staff sit with children, talk with them and encourage conversation about tastes,
colours and healthy choices. Children practise hygiene routines as part of everyday
expectations, such as washing their hands independently. Older children offer support and
guidance to babies. Staff's sensitive support and explanations help them understand why
these routines matter for their wellbeing.
Children with special educational needs and/or disabilities are included fully in routines and
learning. Staff adapt activities and provide reassurance to help children manage feelings
and understand boundaries, for example, by singing 'The Boundary' song. Children show
curiosity and persistence in play. They approach challenges with confidence and develop
problem-solving skills through opportunities to explore and practise independently, such as
using the equipment to promote their mathematical skills. Children of all ages show positive
attitudes to learning. They build independence and confidence and are prepared well for
their next stage of education, such as dressing up in school uniform in preparation for
starting school. Leaders promote regular attendance and recognise its importance for
children's learning and wellbeing. They monitor patterns of absence and work with parents
and carers to provide timely support to help children attend consistently.
Children's welfare and wellbeing Strong standard
Children's personal development and wellbeing are promoted consistently through a
thoughtful and, at times, individualised programme for children. Relationships are secure
and responsive, helping children to feel safe, confident and ready to explore. Staff know
children especially well and draw on detailed knowledge of their preferences and emotional
needs. They use a range of strategies to understand what supports each child to feel settled
and regulated. A particular favourite that supports caring for others is feeding the fish, where
children know exactly how much food to use. Children learn about other children less
fortunate than themselves, when activities are planned to raise money for charity to help
sick children.
The calm environment supports children to move confidently between activities and manage
their emotions. Older children can express their feelings about being 'happy or sad', and
staff model emotional language and provide reassurance when needed. Children benefit
from rich opportunities to learn how to manage their feelings. While the younger children
show adults how they are feeling using visual prompts, promoting emotional security and
physical wellbeing.

Expected standard
Achievement Expected standard
In general, young children and babies achieve well from their starting points. Despite staff
being at different stages of their professional journey, any gaps in learning are beginning to
close, especially for children who speak other languages at home. Children appreciate
staff's efforts to learn their language and further develop their communication and speech
through the use of signing and visual aids. For example, during adult-led activities, children
concentrate and focus to develop their understanding of healthy lifestyles and dental care.
Children demonstrate independence as they freely access the creative materials. They
practise using a range of tools to make marks. Children display increasing control and
dexterity. Furthermore, they demonstrate a growing range of vocabulary as they enjoy
talking to staff and looking at books together, such as 'Oliver's Fruit Salad'.
Additionally, children show skilful balancing and coordination as they use the outdoor
equipment. When watering the flowers, sweeping and wiping tables, children are learning to
care for the environment. Consequently, children are prepared well for the next stage in their
education, including the transition to the next stage of their learning and development.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that reflects children's developmental needs and the
context of the setting. Staff understand the leaders' intentions clearly, including the
emphasis on early attachment, emotional regulation and preparation for more structured
learning, when transitioning to the next stage of their education. Staff make purposeful use
of everyday moments to build children's vocabulary and communication. Staff interact
warmly with babies, responding quickly to their babbling and gestures. Staff model language
and repeat words so babies begin to develop early communication skills.
Babies are happy to play and explore alongside their peers and toddlers learn how to share
and take turns early on.
Teaching typically supports children's development well, particularly in personal, social and
emotional development. Leaders adapt teaching appropriately for young children with
special educational needs and/or disabilities using specialist guidance, individual plans and
small-group interventions to target communication and physical skills. Assessment is used
effectively to check what children know and can do and supports staff to adapt their
curriculum to meet individual children's needs.
Routines for babies are efficient and calm, enabling secure relationships and uninterrupted
opportunities to learn through stories, songs and early communication activities. Typically,
experienced, well-trained staff extend learning through language and model thinking during
focused activities. However, the quality of teaching is not yet consistent. Occasionally, staff
do not engage all children and babies effectively when teaching them, meaning some
children and babies do not have the opportunity to learn more deeply from the learning
experiences that have been prepared for them.

Inclusion Expected standard
Leaders make informed decisions about how best to spend additional funding that children
are in receipt of, to support their next steps and progress. For example, by providing extra
resources, training and support. Parents are involved in these decisions. Leaders carefully
monitor and review the impact of additional funding. Parents comment on how well the
setting identifies and helps their children to receive the additional support they need.
Parents have a good understanding of how targeted support plans are helping their children
to progress in their development.
Staff receive help from leaders to support all children, particularly those who are
disadvantaged, those with special educational needs and/or disabilities and those who face
barriers to their learning and/or wellbeing. Appropriate and timely referrals to other agencies
are made, when needed, including the local authority. Leaders work in partnership with
parents and other professionals to secure support and interventions for children as required.
There is a range of training and support to extend staff's knowledge and expertise so they
can best support children and, in particular, babies with gaps in their learning and
development. However, as all staff do not have targeted training, children do not consistently
benefit from strong learning experiences.
Leadership and governance Expected standard
Leaders show commitment and great enthusiasm for leading practice at the nursery. Staff
share a wealth of information with parents to help them work collaboratively to support
children's needs. Parents very much value the daily chats and regular meetings to keep
them up to date on all that their children are doing. Partnerships with other settings that
children will attend and outside professionals are valued and fostered, focusing on offering
joined-up working to consistently meet the needs of each child. Leaders are mindful to
support staff's wellbeing, arranging activities to show they are valued. Staff show dedication
to the work that they do at the nursery, and that they really care about the children.
Leaders meet regularly as a team to evaluate their effectiveness and outline areas for
improvement. They supervise and support the practice of the team, helping staff undertake
qualifications and a range of suitable training. Typically, leaders work promptly to help staff
develop their skills, especially to ensure their effective safeguarding knowledge and
practice. They encourage a culture of professional learning and have created a family
atmosphere, where staff become long serving to create a stable, nurturing environment for
the children and their families. Leaders have identified the need for further professional
learning for staff, especially as regards more expert knowledge of the learning and
development of mathematics and emergent writing skills for the older children. They have
formulated a plan for improvement to help the children make even better progress, so that,
for example, older children can begin to recognise quantities without counting.

What it's like to be a child at this setting
Babies and young children are happy and eagerly enjoy exploring their surroundings. They
develop secure bonds with staff and confidently share their thoughts and ideas. For
example, children indicate which song they would like to sing, enjoying days of the week,
months of the year rhymes and moving excitedly in time to the music. Staff promptly identify
when children need emotional support and offer them comfort and reassurance. Children
respond positively to staff, helping them to settle quickly and actively engage in their
learning.
Staff follow children's interests and support their learning. For example, children practise
balance and coordination as they walk across 'stepping-stones', whizz round on bikes and
scooters or climb up the balancing stairs. Staff recognise when to offer help, matching
support to children's age and stage of development.
All children, including those with barriers to learning, are typically prepared well for their next
stage of development. They make appropriate progress from their starting points and gain
the skills they need to move on to the next stage of their learning. For example, children
learn to become independent and complete tasks for themselves. They serve their own
food, pour their drinking water and cut up their fruit for their snack. Children show kindness
to their friends with gentle encouragement from staff, such as learning to share the toys with
each other, keenly focusing on, for example, ways to take turns with the equipment when
finding their names hidden in the sand. This helps them learn how they are expected to
behave.
Adults provide experiences for children that help to build on what they know and to enrich
their learning further. Children join staff on trips into the local community, such as the library.
Older children visit the on-site school in preparation for their next learning journey. They
learn about nature, planting seeds in the garden or on their regular walks to the local park.
Adults and children learn from each other about various festivals and the wide variety of
cultures that they come from. For example, inviting parents to read stories or cook food from
their home countries. They share vocabulary in different languages. This develops their
confidence with new experiences and their knowledge of the world effectively.
Next steps
Leaders should explore a wider range of professional development opportunities that are
sharply focused on raising the quality of education to a higher level.
Leaders should support all staff to strengthen their knowledge of mathematical
development and emergent writing skills for the older children.

Inspector:
Sandra Teacher
About this setting
Unique reference number (URN): 2809318
Address:
St. Ignatius RC Primary School
High Road
London
N15 6ND
Type: Childcare on non-domestic premises
Registration date: 13/09/2024
Registered person: Bright Gems Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Haringey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 June 2026
Children numbers
About this inspection
The inspector spoke with leaders, staff, children 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.

Age range of children at the time of inspection
0 to 4
Total number of places
40
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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