Bright Origin Nursery Lee High Road

Bright Origin Nursery Lee High Road
Unique reference number (URN): 2830958
Address: 322 Lee High Road, London, SE13 5PJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/03/2025
Registers: EYR
Registered person: Bright Origin Nursery Limited
Inspection report: 17 August 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
Staff consistently support children to develop positive attitudes and respectful relationships
with others. They reinforce clear expectations for behaviour and help children understand
how to interact positively with their peers. For example, staff encourage children to use
polite language, wait patiently and take turns. As a result, children, including the youngest,
understand expectations and behave positively towards others.
Staff create robust routines that consider the unique needs of children, including those with
special educational needs and/or disabilities. They react swiftly to support children to benefit
from routines that are specifically adapted for their needs. For example, children are given
bespoke support when they play outside or go on outings. This not only promotes their
independence but also their feelings of security and safety. Children feel emotionally secure
and behave consistently well at all times of the day.
Leaders closely consider children's attendance to help them to anticipate any barriers to
accessing the nursery. Staff are dedicated to helping children to learn to focus by closely
considering children's individual interests. For example, they spend time helping children to
focus and concentrate as they play in the water tray. All children are highly motivated
learners who want to join in and learn.
Children's welfare and wellbeing Strong standard
Staff teach children lifelong healthy habits. For example, they speak to children about the
impact that fruit has on their digestive system. Children feel excited to try new foods and
flavours. Staff encourage them to use their manners and take turns. Children prepare their
food and share it with others. Children develop positive attitudes to food and nutrition that
they can use in their future lives. Staff role model safe eating as they eat together with the
children. This encourages them to try new foods and develop lifelong healthy eating habits.
Staff consistently adapt the environment to support children with gaps in their wellbeing. For
example, they adapt furniture to support children's wellbeing and reduce hazards for
children with special educational needs and/or disabilities. Children who need specialist
support to develop self-care skills, such as toileting and feeding, receive bespoke plans and
staff relentlessly adapt their approach to find out what works for individual children. These
children make rapid progress in these key skills. This has a strong impact on children with
gaps in their learning as they move on to school.

Expected standard
Achievement Expected standard
Children feel happy to explore the environment at the nursery. They build on key physical
skills as staff teach them to balance, climb and develop their stamina. When children find
new activities tricky, they benefit from the support of staff. Children learn to try again when
they experience setbacks. This helps them to develop their resilience as they take pride in
their achievements.
Children make friends and cooperate with them well. They generally gain key social skills as
staff support them to be patient and take turns. Children who need support to manage their
feelings know that staff will listen to them. This helps them to feel safe and ready to learn.
Children typically benefit from opportunities to gain knowledge and skills at all times of the
day. For example, during snack times, children learn to cut fruit, count segments of oranges
and share this with their friends. Children gain key knowledge and skills across the early
years curriculum.
Curriculum and teaching Expected standard
Staff interactions are of high quality across the nursery. Staff make sure that every
discussion with children is an opportunity to learn. Staff effectively ask children open
questions, and this helps children to describe what they can see and understand. Children
with gaps in their development hear and use language everyday through back-and-forth
conversations, where staff explicitly repeat and reinforce key vocabulary to support
children's development. This helps to promote the speaking skills of all children so that they
can express their needs well.
Staff skilfully teach mathematical concepts to children. For example, they teach children to
extend their thinking by asking about what happens if we have more or less of different
quantities. Staff encourage children to identify shapes, share objects and measure
quantities. Children develop a natural curiosity about numbers as they solve problems.
Leaders typically oversee the curriculum well and help staff to identify next steps for children
to work towards. However, these targets are not consistently detailed to identify precisely
what individual children need to practise. This limits the ability of staff to embed planning so
that activities consider closely all of the skills and knowledge individual children need to
learn.
Inclusion Expected standard
Leaders engage with a range of professionals to support children's experiences at the
nursery. They consider children's individual backgrounds, including disadvantaged children,
to help them to form attachments that help them feel safe and happy. Leaders identify
children's emerging needs accurately and take effective action to obtain support for
children's learning. They work with a range of professionals, including educational, health
and social care experts to promote the development and wellbeing of all children. As a

result, the support that children receive in the nursery reduces barriers and typically helps
them to meet milestones. Staff routinely prioritise the core skills that children with barriers to
their development need to be independent and to express themselves. The support they
provide typically helps to reduce barriers for children in preparation for school.
Leaders with oversight of supporting children with gaps in their learning, and children known
to social care, are new to their roles. This limits how they can support staff to consistently
plan activities that focus on precise next steps for individual children with gaps in their
learning.
Leadership and governance Expected standard
Staff enjoy working at the nursery because leaders consider their wellbeing. Leaders take
steps to identify any support that staff need, including their aspirations to develop their own
knowledge and skills. They encourage staff to take on responsibilities that reflect their
knowledge and skills. Staff continue to gain experience of supporting disadvantaged
children and those with barriers to their learning.
Leaders are reflective of their practice. They work together as a team with staff to evaluate
the impact that their work has on the learning and wellbeing of all children. For example,
they work as a team to explore how best to obtain specialist support for children who are
disadvantaged or have gaps in their learning. This helps staff to understand how plans for
improvement influence their practice and the support they provide for children.
Leaders typically communicate with parents about children's background experiences and
what they have been learning. However, leaders are not consistent in how they share
information with all parents about children's developmental milestones and what this means
for their learning. For example, not all parents are able to consistently access accurate
online information about children's targets or meet with staff regularly to discuss children's
progress. This limits the ability of all parents to extend children's learning at home.
What it's like to be a child at this setting
Children benefit from staff who interact with them in ways that give them confidence. For
example, children feel excited to tackle increasingly challenging activities as they balance on
the tyres in the garden. When children experience shyness, the encouragement that staff
give them helps to build their self-esteem. Children learn how to build their own self-
confidence by praising themselves. Children feel excited to share what they can do.

Inspector:
Kate Daurge
About this setting
Unique reference number (URN): 2830958
Children enjoy warm and nurturing relationships with staff who are pleased to see them as
they arrive each morning. They run excitedly to greet key workers and chat happily to them.
These warm and trusting relationships help children to feel valued. Disadvantaged children,
and those known to social care, receive the consideration they need to feel safe. They
benefit from an environment where activities reflect children's interests, and this helps them
to feel emotionally secure and ready to learn. Children attend well and any barriers to their
attendance are swiftly addressed to help them to develop consistent routines. Children feel
that they belong to the nursery community.
Staff skilfully interact with children at all times in the day. They use increasingly complex
conversations to encourage children to use more intricate vocabulary. For example, children
learn about gravity as they explore floating and sinking objects in the water tray. Children
typically learn to think critically as they partake in interesting science experiments, making
dough and investigating with different quantities of flour and paint. Children feel happy to
discover what happens when they use different tools and materials. Children achieve well as
they use their imagination and develop a fascination for learning.
Next steps
Leaders should further develop how they engage with all parents about children's
development and next steps to help them to extend their learning at home.
Leaders should further develop how staff identify children's precise next steps so that they
consistently plan activities that build on what individual children need to learn next.
About this inspection
The inspector spoke with staff, leaders, parents 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.

Address:
322 Lee High Road
London
SE13 5PJ
Type: Childcare on non-domestic premises
Registration date: 06/03/2025
Registered person: Bright Origin Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Lewisham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 17 August 2026
Children numbers
Age range of children at the time of inspection
2 to 3
Total number of places
33
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