Bright Horizons Broadgreen Day Nursery And Preschool

Bright Horizons Broadgreen Day Nursery AndPreschool
Unique reference number (URN): EY542721
Address: Broadgreen Hospital Nhs Trust, Thomas Drive, Liverpool, L14 3LB
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/01/2017
Registers: EYR, CCR, VCR
Registered person: Bright Horizons Family Solutions Limited
Inspection report: 11 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong 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.
Behaviour, attitudes and establishing routines Strong standard
Children display consistently positive attitudes towards their learning. Staff have designed
an environment that engages and inspires children's curiosity. Children maintain focus for
long periods of time. They confidently use the available resources to test out and extend
their play ideas. After listening to a story about a bear, children use objects as pretend
telephones and work collaboratively to search for the bear. This imaginative play supports
children's communication, language and problem-solving skills as they build on ideas from
the story.
Leaders have created a calm and organised feel throughout the nursery. Staff consistently
role model the high expectations that they have for all children attending. Children
understand and follow these expectations, and their behaviour is exemplary. Staff discuss
the importance of using kind hands and playing nicely together. Children interact positively
with one another and with adults. They form warm relationships and demonstrate care and
affection towards their peers. Children work together as they mix mud and leaves to create
pretend 'leaf lasagne', which they proudly present to staff, announcing, 'Ta da!' Children
remain deeply involved in self-chosen activities throughout their time at nursery, reflecting
their enjoyment and positive attitudes towards learning.
Routines throughout the nursery are well organised and calm. Children eagerly help to tidy
up before mealtimes. Older children enjoy taking on the role of 'special helper'. Staff use
these times to support children's independence. All children are encouraged to wash their
own hands, feed themselves and pour their own drink when they are able. Staff teach
children how to hold a large spoon when serving their own food. Children respond well to
the consistently organised routines. This helps children to feel secure and to be sociable
together.
Leaders work consistently well with parents and carers to ensure that they understand the
importance of regular attendance. Parents feel able to approach staff to seek advice and

Expected standard
support to enable children to attend regularly.
Achievement Expected standard
All children, including children with special educational needs and/or disabilities or those
with any other barriers to their learning, achieve well from their starting points. Children
develop a 'can-do' attitude and demonstrate resilience and self-esteem.
Overall, children become competent communicators and ooze confidence in their abilities.
Older children talk about their aspirations for the future. Children of all ages show real pride
in their achievements. For example, as babies hear their favourite songs, they join in with
the actions. They repeat some words, clap their hands and smile as adults praise them.
Older children confidently use their mathematics knowledge in play. They count as they
spoon bark into pots and predict how much bark will fit into each pot. Children describe the
models that they make, using an early awareness of shape, number and quantity. For
example, they state that they need 'hundreds of blocks' to make the enclosure for their cars.
Older children talk about the imminent move to school positively, they have met their
teachers and talk about what they are most looking forward to. Children are extremely well
prepared for the next stage in their learning journey.
Children's welfare and wellbeing Expected standard
Leaders and staff typically promote children's welfare and wellbeing effectively. Staff are
extremely caring and attentive to children's needs. Leaders have established an effective
key-person system that helps children to feel safe and supported throughout the day. Staff
manage care routines sensitively, including nappy changing, minimising disruption to
children's learning and play. They promote children's dignity and independence by seeking
children's consent and using familiar songs and interactions to provide reassurance and
maintain positive relationships.
Children develop a sense of secure emotional wellbeing. Parents and carers describe how
their children feel relaxed at nursery. Staff provide opportunities for children to express how
they are feeling. Children share how they feel happy when they play with their friends at
nursery and how they feel scared when they see spiders. Children who struggle to regulate
their own emotions receive targeted support and tailored strategies that have a positive
impact on their wellbeing and social development. As a result, they build confidence,
develop positive relationships and engage successfully in nursery life.
Children learn about how to keep themselves healthy. They spend time outdoors in the fresh
air and know that they need to have a drink when they get hot. The curriculum for physical
development is a strength. Staff set up exciting activities that support children to be active in
their play, both indoors and outdoors. Babies eagerly pull themselves to standing to see the
animals in the tray. Staff peep through tunnels and encourage babies to crawl towards them.
Babies beam as they see their key person through the other side of the tunnel.

Leaders have taken effective action to ensure that procedures consistently meet children's
dietary needs. Staff have received food awareness training, and leaders have increased
oversight of the implementation of this training, meaning that allergy procedures are
implemented effectively.
Curriculum and teaching Expected standard
Leaders have implemented a fun and aspirational curriculum throughout the nursery. They
regularly review the curriculum to ensure it remains effective and current to the cohort of
children. Staff plan a wide range of experiences that build on children's knowledge and skills
over time. Leaders have identified that not all staff are as confident when using their
interactions in play, to extend children's ideas. They have begun to model practice and
coach staff to ensure consistency. Parents feel well informed about their children's progress
and what they do each day. Overall, staff adapt the curriculum where necessary to ensure
that children with special educational needs and/or disabilities or barriers to learning have
equal access to the ambitious curriculum.
The curriculum in certain areas is implemented consistently well. Staff are skilled at teaching
early mathematics skills. They count as babies sing and as they scoop items into containers.
Staff work with older children in small groups to teach them about numbers. As they roll
dice, the children eagerly shout out the number and then use tweezers to pick up the correct
number of pom poms. Children can then be heard using mathematical language in their
play. Children develop a good understanding of number and early mathematics.
Inclusion Expected standard
Leaders have high expectations for what all children can achieve. They gather important
information from parents and carers about children before they start at the nursery. This
supports staff to have a clear awareness of children's individual needs. Leaders are
passionate about their role in ensuring that they provide an inclusive environment. They
support staff to accurately assess children's ongoing development. Staff use this information
to identify when children require extra help in their learning. They regularly review children's
progress and coordinate support from other agencies where needed, helping children with
special educational needs and/or disabilities (SEND) to make progress alongside their
peers.
Overall, staff understand children's individual needs well and implement some strategies
that promote meaningful progress. For example, staff use sign language to support
children's communication and language skills. They implement programmes from other
agencies, such as physiotherapists, and use additional funding to target areas that would
benefit children the most. Specialist equipment has been purchased and targeted
programmes introduced to support children's emotional development and wellbeing.
However, some individual support plans are not always sharply focused. Targets are not
consistently broken down into clear, measurable next steps, which can lead to minor
inconsistencies in the support provided by staff. Despite this, children with SEND are
supported within an inclusive environment where their individual needs are recognised and
celebrated.

Leadership and governance Expected standard
Leaders are committed to promoting all children's safety and welfare. They have a positive
attitude to ensuring continuous improvements for the benefit of the staff, children and
families. Leaders have embraced recent support to ensure high standards and requirements
are consistently met.
Staff wellbeing is prioritised. Leaders provide regular supervision meetings with staff where
they discuss their wellbeing, suitability and children's progress. Staff value the training and
support that they receive and this contributes to the staff morale and the positive
environment. However, this training and coaching provided for staff does not always reflect
what staff need to improve in their practice. This results in some minor inconsistencies
throughout the setting.
Leaders are proud of the partnerships they have built with parents and carers. Parents are
extremely complimentary of the setting. They speak highly of the staff team. Parents are
clear how to raise any concerns should they have any. They value the daily conversations
and meetings they have. These embedded relationships ensure that parents and staff can
work together to provide consistency for children's care and education.
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

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children arrive eagerly to the nursery. They separate from their parents and carers with
ease and quickly become engaged in the experiences on offer. Children benefit from warm,
nurturing relationships with staff, who know them well. Staff place high importance on
supporting children's personal, social and emotional development. Children are valued as
individuals and quickly develop a profound sense of belonging.
Children play alongside their friends, share resources and show kindness. They interact
confidently with one another, negotiating roles and sustaining their play for extended
periods. Younger children take turns to climb across the climbing equipment. Older children
use the play kitchen and make each other pretend lunches. They talk about the ingredients,
such as peppers and lettuce. Children work together to clean the plates and talk about what
they are doing. Older children speak positively about 'Candy Floss', the class superhero.
They explain that 'Candy Floss' keeps them safe and work together to build towers for him
as part of their play. This supports children's understanding of kindness and inclusion.
Children develop strong social skills and demonstrate positive attitudes towards learning.
Children benefit from a broad and balanced curriculum that is based on what they already
know and can do. Staff use children's interests to promote excitement and curiosity. Children
jump up and down and state that they 'have fun at nursery!' As children spontaneously sing,
staff provide singing spoons, and children eagerly join the activity. Children squeal with
delight as they choose their favourite song. They sing and dance along together. As children
explore dough, staff respond effectively to their interests and extend learning opportunities.
For example, when children hold the dough up to their faces, staff encourage them to make
masks. Children giggle as they peep through the holes in the dough.
Children become confident in making marks in paint, dough and mud. Older children proudly
write letters from their names and help their friends to write letters from their names. All

Inspectors:
Rebecca Weston
Kate Bate
About this setting
Unique reference number (URN): EY542721
Address:
Broadgreen Hospital Nhs Trust
Thomas Drive
Liverpool
L14 3LB
Type: Childcare on non-domestic premises
Registration date: 24/01/2017
Registered person: Bright Horizons Family Solutions Limited
children, including those with special educational needs and/or disabilities and those who
may face barriers to their learning, progress well from their individual starting points.
Next steps
Leaders should support all staff to consistently implement the agreed support strategies
for children to address barriers that children face in their learning.
Leaders should tailor the professional development programme for staff more precisely to
address minor inconsistencies in their practice, such as their interactions with children.
About this inspection
The inspectors spoke with a senior leader, managers, practitioners, the special educational
needs coordinator, parents, carers and children 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.

Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Liverpool
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
142
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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