Bright Horizons Otterbourne Day Nursery and Preschool

Bright Horizons Otterbourne Day Nursery andPreschool
Unique reference number (URN): EY450001
Address: Otterbourne Hill, Otterbourne, WINCHESTER, Hampshire, SO21 2HJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/07/2012
Registers: EYR, CCR
Registered person: Bright Horizons Family Solutions Limited
Inspection report: 10 August 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
Children with special educational needs and/or disabilities and those who face barriers to
their learning make sustained and steady progress in their learning and development. They
are learning the skills needed to play alongside and communicate with others. Babies
babble happily away to each other and to the staff, who give them time to respond during
rhymes and storytelling. This helps babies develop their communication and language skills
and understand that they are being listened to.
Older children use a range of tools, such as cutlery when eating and pouring utensils when
transporting water. Typically, children are developing their confidence and self-esteem.
However, at times, children are not fully encouraged to problem-solve for themselves. For
example, while balancing on unstable equipment in the forest school area, children do not
always receive the support to evaluate their own risk and develop problem-solving strategies
independently. As a result, there are times when children do not always achieve to their full
potential.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have high expectations for all children. They create a positive culture in
which babies and children can grow and develop. Children are set age- and stage-
appropriate expectations for behaviour, which are adapted for children with special
educational needs and/or disabilities. On the whole, routines are clear and consistently
implemented to help children gain a full understanding of what is happening at present and
in the future. Consequently, children's emotional wellbeing is fully considered, and they
demonstrate that they are happy and settled. This is further supported well by the loving and
warm bonds that children develop with staff and other children.

Staff are respectful, calm and kind role models. This has a positive impact on how children
behave towards each other, to the resources and to the environment. Children receive
consistent praise for their positive behaviour and being kind to their friends. They learn from
a very young age to take turns and listen to what others have to say.
Overall, children show positive attitudes to their learning. They arrive at the nursery with
high expectations for a day of enjoyment and learning. The inclusive and positive
relationships that leaders and staff have developed with parents ensure that they feel
welcomed and listened to. This supports children's regular attendance, forming positive
habits for future learning.
Children's welfare and wellbeing Expected standard
Leaders have a full understanding of the different family circumstances of each child. This
helps them to provide individualised support and helps children feel valued, including those
children who face barriers to their learning. Leaders and staff develop warm and trusting
relationships with babies and children. They work alongside parents to establish babies'
sleeping, feeding and weaning routines. This promotes children's wellbeing and health and
helps them to develop secure attachments.
Overall, staff know children well, including those children who face barriers to their learning.
They respond quickly to children's needs and emotions. This helps children to feel respected
and valued. Older children begin to understand their emotions and the effect that their
behaviour has on others. Staff strictly supervise children when they eat and sleep. Staff
receive training on supporting children's medical needs and managing dietary requirements
and allergens. This approach keeps children safe.
Children generally develop positive, healthy habits for the future. They enjoy a wide range of
nutritious foods and snacks. Staff use opportunities such as mealtimes to discuss the
benefits of healthy eating and exercise. In addition, children benefit from forest school
sessions where they enjoy taking appropriate risks in their play, particularly when climbing
trees. They negotiate space effectively with their peers, demonstrating awareness of others
around them.
Curriculum and teaching Expected standard
The oversight of the curriculum has improved, and this has allowed leaders to identify gaps
in children's learning experiences and take action to address this. However, there are some
gaps in staff teaching, which means that there are occasions when children's learning can
be more incidental than purposeful. For example, there are times when staff disrupt
children's learning to take them to other activities. In addition, some do not consider the
disruption to children's learning as they lead children away from activities to have their
nappies changed. Consequently, there are times when children are not as engaged in their
learning as they could be.
Typically, the teaching of mathematics is well established. Babies join in counting rhymes
and older children learn and use the language of measurement, such as 'more' and 'less', as
they engage in water play. Children develop an understanding of language and two-way
conversations as they listen to stories and contribute to discussions. All children have

access to well-designed outside spaces where they can negotiate obstacles and run around
in the fresh air. Children use 3-wheeled bicycles to propel themselves along. They have
access to activities that they may not previously have experienced. This helps lessen the
gaps in children's experiences and overall enjoyment.
Children with special educational needs and/or disabilities have access to a curriculum that
is precisely matched to meet their learning and development needs. As a result, these
children make steady progress from their starting points.
Inclusion Expected standard
Overall, leaders are ambitious for all children, including those with special educational needs
and/or disabilities and those who face barriers to their learning. The early identification of
children's needs effectively supports timely assessments and referrals to external agencies.
Leaders work closely with parents to design a bespoke package of intervention that
celebrates each child's unique differences. They regularly meet to adapt and suggest further
areas of support that may be needed. Typically, staff are encouraged to further develop their
skills, which helps them to quickly identify and support children's needs. Leaders collaborate
with other professionals, such as speech and language and occupational therapists. This
helps them to monitor children's progress and identify the next steps for their learning.
Additional funding is used wisely. Leaders ensure that, when necessary, children are
provided with one-to-one support or are included in an enhanced ratio. This ensures that
children benefit from individualised attention and/or the opportunity to join in small-group
interventions. For example, children who often prefer to play independently are beginning to
interact more with their peers and develop their confidence, particularly when they share a
common interest in an activity. As a result, all children make the steady progress that they
are capable of and gaps in their learning are lessened over time.
Leadership and governance Expected standard
There have been significant improvements since the last inspection. Leaders have taken
effective action to address the weaknesses that were identified. They have worked hard to
ensure that staff have a full understanding of their roles and responsibilities, including how
to maintain children's safety through reporting and following up on any concerns they may
have. Leaders have a secure understanding of the families who attend and the nursery's
context. They are reflective and committed to providing a high level of education and care
for all children, particularly those who face barriers to their learning. They work alongside
outside professional agencies, including schools, to ensure that children receive a targeted
approach during their time at nursery and beyond.
Parent feedback is positive and compliments the individualised approach that leaders
provide for them. Parents mention that their children make progress and are fully prepared
for moving onto school. Staff are happy in their roles and say that they feel valued and
listened to. They have ongoing opportunities to progress their skills within the company and
contribute their own ideas to the day-to-day running of the nursery, such as making changes
to the environment that benefit children with special educational needs and/or disabilities.

Leaders have identified areas for development in the curriculum and teaching. They are
aware that the knowledge and confidence of some staff needs to improve in order to raise to
a higher level the quality of the delivery of the curriculum. These plans have yet to be fully
embedded.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children at this setting, including those who have special educational needs and/or
disabilities, enjoy a safe and welcoming environment. Leaders and staff work hard to help
children overcome barriers that may impact their learning. Children are settled, happy and
confident in their environment. They are eager to explore the activities that are on offer, and
they demonstrate their enjoyment of the secure bonds that they form with other children and
staff. Children feel safe and secure and confidently approach staff for a cuddle when they
feel a little unsure or take a tumble. Babies benefit from sitting with and leaning into staff as
stories are read to them. They settle well into the nursery as they are provided with kind and
plentiful reassurances. Children's emotional needs are carefully considered before they
transition throughout the nursery. This helps them to move onto the next stage in their
learning with confidence and ease, and only when they are ready to do so.
Children receive a high level of support, particularly for those children who face barriers to
their learning. This helps to build their self-esteem and confidence. Children receive support
to successfully achieve and make progress. They are fully ready for the next stage in their
education, such as moving onto school. Children become increasingly independent. Babies

Inspectors:
Tina Lambert
Hayley Doncom
About this setting
Unique reference number (URN): EY450001
Address:
Otterbourne Hill
Otterbourne
WINCHESTER
feed themselves and receive encouragement to pull themselves up on furniture in order to
build on their muscles that are later needed for walking. Older children serve their own food,
attend to their own toileting needs and make choices from a wide range of resources to
support their play and learning. Children receive a high level of support, particularly for those
children who face barriers to their learning, helping them develop positive attitudes to their
learning. They are further supported by the positive relationships staff establish with parents,
which enables signposting and ideas for home learning. Parents are provided with
information that links children's successful future outcomes to regular attendance.
Consequently, children attend regularly and on time.
Next steps
Leaders should further support staff in ensuring that activities are purposeful, engaging
and in line with the curriculum intentions.
Leaders should further support staff in developing children's problem-solving and critical
thinking skills.
About this inspection
The inspectors spoke with leaders, practitioners, the special educational needs coordinator,
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.

Hampshire
SO21 2HJ
Type: Childcare on non-domestic premises
Registration date: 05/07/2012
Registered person: Bright Horizons Family Solutions Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00
Local authority: Hampshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
106
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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