URN EY287647 · Inspected 2026-08-10 · Published 2026-09-22 · Inspector: Beth Wilson Rich LeRoy
Bright Horizons Royal Earlswood Day Nurseryand Preschool Unique reference number (URN): EY287647 Address: Asylum Arch, off Princes Road, Earlswood, Redhill, Surrey, RH1 6GB Type: Childcare on non-domestic premises Registered with Ofsted: 02/06/2004 Registers: EYR, CCR, VCR 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 typically make progress from their individual starting points and develop the knowledge and skills they need for their next stage of learning. For example, younger children learn to recognise and manage their personal needs, such as by blowing their noses. Older children develop the skills they need to support their self-regulation of emotions. Children show increasing confidence and independence across the setting. They are engaged and motivated and show positive attitudes to learning. They develop important life skills through experiences such as using real tools and learning about fire safety during supervised forest school activities. Children dig in the mud, learn about animal characteristics through stories and develop skills to make marks using different-sized chalks. Children typically collaborate well with others and develop social skills that positively impact their learning, development and wellbeing. For example, they build on each other's ideas as they excitedly share their personal experiences, showing interest in and connection with each other. Children's welfare and wellbeing Expected standard Leaders and staff prioritise children's welfare and wellbeing. They have established appropriate policies and practices that staff understand and typically follow. They gather relevant information about children and their families. Staff then use this information to provide appropriate support, such as to help children access new opportunities or manage transitions. Children are welcomed by caring staff who provide opportunities for play, learning and social experiences. Children also benefit from the unique forest school area and learn to challenge themselves. Staff consider children's individual needs and make some appropriate adaptations. For example, staff recognise when children need space and when they need comfort or support to manage their concerns. They respond to each child's needs in the moment. This supports children to build positive relationships with staff. Leaders have established clear hygiene practices, which are appropriately carried out by staff. They are adapted to meet the individual needs of each child. Staff support children to become increasingly independent with their personal care and to make healthy choices. Children's individual routines are considered, and staff take steps to ensure that they use sleep and feeding routines as an opportunity to build warm bonds with babies and children. Staff use mealtimes to promote good manners, social skills and healthy development. They encourage conversations that children enthusiastically join in with. For example, when children share that eggs come from the supermarket, staff discuss and develop activities to support children in identifying where the eggs originated from. They identify misconceptions and help children develop their understanding of healthy food. Curriculum and teaching Expected standard Leaders have developed an appropriate curriculum that supports all children to make progress across all areas of learning. For example, children develop their physical development through climbing, riding on bikes and using the tree swing. Staff promote mathematical language during water play and provide opportunities to play card games that develop numeral recognition. Staff build on children's interests and use these to enrich planned activities. For example, children show a keen interest in hedgehogs. Staff adapt the planned activity to incorporate this, and children create their own clay hedgehogs. Children build their small-muscle skills and language development as they excitedly share their experiences. Leaders monitor the quality of the curriculum and teaching through observations, reflections and supervisions. Staff demonstrate secure curriculum knowledge, but do not always take every opportunity to promote the curriculum in practice. Leaders have an action plan to embed the curriculum consistently, which is currently in its early stages. Leaders recognise that staff do not yet consistently use all tools and resources available to them. They are taking steps to encourage staff to use a wide range of resources to support children's learning and development, including the environment itself. For example, leaders have recognised that the tree house in the forest school area is not currently being used as frequently as it could be. Leaders have ensured that this space is usable and adaptable, as well as allocating resources to encourage literacy and the development of emotional regulation. Inclusion Expected standard Leaders create an inclusive environment where staff know each child and their individual needs and circumstances well. They recognise the importance of enabling all children to participate, learn and develop. Staff complete regular observations to assess children's progress and changing needs. Leaders use this information to review the impact of support and identify further action. They use additional funding appropriately, providing resources and experiences based on children's individual needs. Staff make adaptations to support children with barriers to learning or wellbeing. They take appropriate steps to ensure that feeding procedures are adapted based on individual children's needs. They take care to understand these needs and ensure that all staff know and understand how best to support each individual child. Leaders have a clear vision for how best to reduce barriers to learning and/or wellbeing. They value partnerships with families and external professionals. They use these partnerships to influence appropriate support and create action plans to bring about improvement. For example, they have introduced a 12-week Makaton sign language training programme. Staff have the knowledge, but need support to build their confidence and use the sign language consistently in order to enable all children to access the same learning. Staff recognise that children have different starting points and develop at different rates. They provide appropriate activities to build children's knowledge and skills. However, they do not always provide the most effective, targeted support to help children reach their full potential. For example, staff move activities to lower surfaces to make them more accessible, but do not always use the tools they have been provided with to maximise each child's individual learning and development. Leadership and governance Expected standard Leaders have a secure understanding of the setting's context, strengths and priorities for improvement. They have suitable oversight of the quality of provision and identify gaps in staff knowledge and understanding. They create clear, prioritised action plans and provide appropriate support to address these gaps. Some actions are in their early stages, including work to embed a consistent approach in terms of behavioural expectations. Leaders recognise that their vision for high-quality provision is not yet consistently implemented by all staff. They understand that this is an important next step to ensure consistent outcomes for all children. Staff typically feel well supported. Leaders provide appropriate professional learning opportunities and monitor their impact through observations and supervision. They use this to provide targeted support and consider staff workload. However, some systems are overcomplicated, such as the system for identifying children's next steps, and not always implemented successfully to provide highly impactful support as promptly as possible. Leaders build positive relationships with families from the start. They gather important information before children begin and maintain communication to understand their changing needs and circumstances. They work closely with external professionals to support children with special educational needs and/or disabilities, those known or previously known to children's social care and those with other barriers to learning and/or wellbeing. Leaders review these partnerships and identify the positive impact they create for children. Leaders show a willing attitude to continue to strive for improvement. Needs attention Behaviour, attitudes and establishing routines Needs attention Leaders have high expectations for children's behaviours. However, they recognise that staff do not yet consistently follow or implement the intended approach. This results in inconsistent experiences for children. When unwanted behaviour occurs, staff do not take the opportunity to teach children the skills they need to manage their behaviour and influence more positive choices going forward. For example, when children argue over a toy and take it from each other, staff take the toy and ask the toy how it is feeling. This models emotional wellbeing and kindness, but it does not teach children why this behaviour is not appropriate. When this toy is then given back to the children, the unwanted behaviour resumes. As a result, children do not consistently develop the skills needed to behave appropriately or understand the setting's expectations. Leaders promote attendance and punctuality by sharing the attendance policy with families when children join the setting. Generally, children's attendance is consistent, and they arrive in good time to enjoy all aspects of their day. Leaders take steps to support children with barriers to their learning, wellbeing or attendance by making reasonable adaptations to support and encourage their attendance. Staff are kind, caring and respectful towards children. However, they do not always model these behaviours when speaking to other staff. Leaders recognise this and take immediate action to reduce the impact on children. Staff get to know children's individual needs and circumstances. This helps them build positive relationships from the start. Staff praise positive behaviour and use encouraging language. This supports children's confidence and positive attitudes to learning. Children generally enjoy playing alongside others and building on their ideas. Leaders and staff also share key information about the setting's context, policies and procedures, such as about the importance of attendance through the attendance policy. 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 Leaders set clear behavioural expectations for children. However, these expectations are not yet fully embedded, and leaders have identified an action plan to ensure the implementation of these expectations. This means that children do not consistently develop the skills and knowledge they need in order to follow rules and expectations for their behaviour. At times, children raise their voices louder than the child before them. This creates a loud environment where children cannot hear what is being said. Children generally develop positive social skills and relationships with staff and other children. They collaborate and build on each other's ideas to extend their play. For example, children create 'lunch' in the play kitchen and serve it to the other 'princesses'. Children and their families are welcomed by caring staff who know each child's individual needs and circumstances. Leaders use an individualised settling-in process to gain important information about children and their families. Leaders and staff establish positive relationships with families and external partners. They use these relationships to provide appropriate support for all children, which helps them to make secure progress from their starting points. Children confidently share their experiences with staff and other children. They feel valued when their interests are included in daily activities. Staff praise their ideas and contributions, giving children a sense of achievement. This helps children to become motivated learners who engage positively with learning opportunities. Children and their families have opportunities to practise British values. For example, they vote in a poll to name the animals on site. Leaders and staff respect and use their views to influence practice. Inspectors: Beth Wilson Rich LeRoy About this setting Unique reference number (URN): EY287647 Address: Asylum Arch, off Princes Road Earlswood Redhill Children enjoy a range of learning opportunities throughout the day. They benefit from the unique experiences offered in the forest school area. Babies are supported as they learn to navigate the uneven ground while staff narrate to them and offer to hold their hands for support. Children develop skills that prepare them well for their next stage of learning. For example, they develop mathematical understanding by using dice, playing card games and using measuring tools. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date: Action Completion Date ensure all staff support, understand and manage children's behaviour to help them follow behavioural expectations 25/09/2026 About this inspection The inspectors spoke with leaders, practitioners, the special educational needs coordinator, the designated safeguarding lead, 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. Surrey RH1 6GB Type: Childcare on non-domestic premises Registration date: 02/06/2004 Registered person: Bright Horizons Family Solutions Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 Local authority: Surrey 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 1 to 4 Total number of places 54 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright