URN EY491905 · Inspected 2026-08-10 · Published 2026-09-29 · Inspector: Lynn Richards Laura Farrell
Bright Horizons Countess of Chester Day Nurseryand Preschool Unique reference number (URN): EY491905 Address: Countess Of Chester Hospital, Countess Of Chester Health Park, Chester, CH2 1UL Type: Childcare on non-domestic premises Registered with Ofsted: 29/07/2015 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 Needs attention 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 Needs attention Not all children make progress in all areas of their learning. While most children make steady progress from their starting points, some children with barriers to learning are not supported quickly enough. As a result, they do not make the expected progress in all areas. Children do not always benefit from sustained engagement and swift extension of learning to help improve progress and reduce gaps in their development. Most children are ready for their next stage in learning. For example, children are supported to use an open cup and wash their hands in readiness for their transition to the toddler room. Pre-school children develop friendships and social skills that will support them as they progress to school. Children generally engage in learning that supports them to develop skills and knowledge across the 7 areas of learning. Behaviour, attitudes and establishing routines Needs attention Staff are not deployed effectively to ensure all children's needs are met, particularly during transition times. For example, at lunchtime, staff set up tables, serve children their food and pour their drinks. Children's independence and ability to manage their own care tasks are not encouraged as well as they could be. As a result, children are not focused on what they need to do during this part of the routine. They fidget, play with the cutlery and wriggle on their chairs. In addition, individual children's needs are not effectively considered when planning staff deployment. As a result, children do not receive the additional support they require to complete tasks or engage fully in their learning. Leaders have prioritised work on supporting children to manage their emotions and behaviour. Children benefit from spaces created to help them regulate their behaviour. They access familiar comforters and staff sensitively support children to feel calm. This helps children to be ready to learn. Leaders and staff have noted positive results and parents have observed a positive impact, with children using these strategies at home. Hygiene routines are in place. Staff are attentive to supporting children with nose wiping. Children are reminded to wash their hands at appropriate times during the day. They demonstrate kind behaviours when playing. Children pass items to their friends, and they move to make space for others when listening to stories. Children say 'please' and 'thank you', including children with less language, who are taught some signs to help them to communicate. Children generally attend well and leaders prioritise attendance. They know positive attendance allows children to benefit fully from their time at the setting. Children's welfare and wellbeing Needs attention Children are not always supported to learn about their unique lives. Opportunities are not consistently offered to help children celebrate and learn about similarities and differences in theirs and their friends' lives to help them understand and respect others. Weakness in staff practice means that children do not learn about the importance of healthy eating. Children do not always learn about the foods that are good for them or develop the skills to make healthy choices. That said, robust systems are in place to ensure children do not access foods they are allergic to. Children are closely supervised when eating, and staff are alert to issues such as choking. This helps to keep children safe. Leaders have a focus on promoting strong and secure attachments for all children, including those who face barriers to learning. Staff form strong relationships with parents and children. A buddy system helps children to have a familiar face and someone who knows their needs if their key person is not there. This helps children feel safe and secure. Children confidently seek comfort and reassurance from trusted adults. For example, young children approach staff with their arms lifted, and staff are sensitive in responding with warmth and encouragement. Staff consider children's physical health and development. They know to offer activities that build babies' leg muscles and core in readiness for walking. They provide opportunities for pre-school children to develop their dexterity. Children make progress in physical development. Staff demonstrate secure knowledge of how to put children to sleep safely, and they monitor sleeping children regularly. Leaders plan for children to learn about different communities and the world around them. Pre-school staff help children to think about people who help us. Curriculum and teaching Needs attention Recent action to improve the curriculum is still at an early stage. Some staff have not had sufficient support to understand the most effective ways to teach children. They do not use knowledge of each child's development to focus their interactions. As a result, children are not helped to build on their current knowledge and skills. In addition, teaching sometimes restricts children's exploration. They begin to fidget and wander around without purpose. During implementation of the curriculum, the intention for learning sometimes changes without reason. For example, staff implementing activities that are planned to support children to learn about size end up focusing on teaching them about counting. This is not targeted sharply to the ability of the group. On these occasions, learning is not purposeful. Barriers to learning are not always minimised or removed. Not all possibilities are considered so all children can benefit from all learning opportunities. As a result, some children do not access the same opportunities to build their independence and self-care skills as their peers. Leaders have created a well-planned curriculum, and the intentions for learning are clear and known by all staff. Staff correctly identify children's current abilities and next steps. Children sometimes benefit from the curriculum being implemented with precision. Leaders and some staff demonstrate skilful interactions that encourage and promote children's engagement in learning. Children respond well. They flock to these staff and immerse themselves in learning. Consideration is generally given to supporting all children to engage. For example, staff incorporate learning outdoors to support children who engage best in outdoor play. Inclusion Needs attention Generally, leaders work with external agencies to seek support and advice. However, on occasion, there are delays in leaders making referrals to other professionals. This impacts the progress some children make. Consideration is not always given to enable all children to have the same opportunities to develop their independence skills. Some reasonable adjustments are made to remove barriers to learning. For example, children who benefit from smaller group sizes enjoy activities with one or two friends. This encourages their engagement in learning. Leaders and staff identify gaps in children's learning during their settling-in period. They regularly assess and review any progress. This helps them to plan targeted learning to support children's ongoing development. Staff build positive relationships with parents to maintain continuity between home and the setting. Partnership work is in place to support children's transitions. Leaders work hard to maintain links with settings that children move on to and support a smooth transition to their next stage of learning. Leadership and governance Needs attention There have been recent changes to the leadership at this setting. The leaders' vision and intent for children's learning are clearly understood by staff at the setting. However, it is not yet implemented effectively or consistently. This impacts the quality of the curriculum as teaching is not consistently effective. Coaching and modelling to staff has not been prioritised. This results in teaching that is not consistently targeted to support children to remain focused and build on their existing skills. Leaders have not had a sharp enough focus on helping staff to deploy themselves effectively. As a result, there are times of the day when some children's needs are not met effectively. Leaders demonstrate skilled interactions and teaching practice. Children are eager and delighted to engage in learning with managers. Staff wellbeing is supported through regular individual and group meetings. Staff report that they feel valued and supported at work. Leaders have partnerships with schools and agencies that help them to support families. This helps them support children with smooth transitions into school. Leaders demonstrate knowledge of the wide catchment area their setting covers. They have a current focus on broadening partnerships to improve the support they can offer to children and families who live further away. Leaders are knowledgeable about the local priorities for children, for example to reduce dental decay. They offer healthy meals and drinks during the hours children attend and they offer parents packs to take home to support good oral health. 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 The setting has recently undergone changes in leadership. New leaders are motivated about making improvements. However, they have not successfully addressed the weaknesses and inconsistencies in staff practice so that all children benefit from experiences that support faster progress. Teaching is not yet of a consistent high quality. The progress children make is not as swift as it could be. Children with special educational needs and/or disabilities and gaps in their learning are not always helped to make the best progress they could. Leaders have not embedded consistent practice so that referrals to other professionals are made at the earliest opportunity. On occasion, delays in seeking relevant information about children and their individual needs impact the time they wait before receiving targeted support. Staff deployment is not always effective. Sometimes, the deployment of staff does not consider the individual needs of each child. This occasionally impacts the usually good behaviour of children. A lack of adult support means they find it difficult to remain engaged. Leaders have high ambitions for all children. Their vision and plan for a curriculum that consistently builds on children's learning is known by staff. Children's wellbeing is a high priority. Systems in place to gather information about children generally work well. Staff communicate children's health needs regularly. For example, robust processes ensure all staff are aware of the dietary requirements of children in their care. This helps to keep children safe. Children arrive happily and they generally engage in learning. Babies scoop sand into cups and giggle as they tip it out again. Pre-school children concentrate well as they draw pictures to tell a story. Children typically demonstrate that they are happy and secure. They smile and laugh as they play, sit comfortably on the laps of familiar staff and settle easily for naps. Regular attendance helps children build confidence. Routines are established, allowing them to feel a sense of belonging. Staff supervise children as they play, eat and sleep. Careful consideration is given to adult-to-child ratios. Healthy attitudes are promoted through healthy eating. Children benefit from regular outdoor learning. Babies smile as they chase bubbles, stretching up and saying 'pop' as they touch the bubbles. Staff sing a song and children join in saying 'pop'. Most children make progress and are ready for their next stage of learning. Next steps To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date: Action Completion Date ensure staff consider the most effective ways to teach their planned curriculum, to consistently meet all children's individual learning needs and in a way that stimulates their interests 30/09/2026 Inspectors: Lynn Richards Laura Farrell About this setting Unique reference number (URN): EY491905 Address: Countess Of Chester Hospital Countess Of Chester Health Park Chester CH2 1UL Type: Childcare on non-domestic premises Registration date: 29/07/2015 Action Completion Date implement effective supervision, coaching and mentoring opportunities for staff to improve their interactions and support children's learning 30/09/2026 ensure staff deployment considers and meets the needs of all children attending. 30/09/2026 About this inspection The inspectors spoke with leaders, practitioners, the special educational needs coordinator 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. The inspection started on 10 August 2026. It was paused in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. Inspectors returned on 14 August 2026 to complete the inspection. A quality assurance visit by an additional inspector was carried out at this inspection. Registered person: Bright Horizons Family Solutions Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 Local authority: Cheshire West and Chester 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 72 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. 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