URN EY549611 · Inspected 2026-08-10 · Published 2026-10-12 · Inspector: Jacqueline Halpin Jamie-Lee Kiff
Bright Horizons Crouch End Fields Day Nurseryand Preschool Unique reference number (URN): EY549611 Address: Tivoli Road, London, London Borough Of Haringey, N8 8RG Type: Childcare on non-domestic premises Registered with Ofsted: 26/07/2017 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 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. Inclusion Strong standard Leaders and staff identify children's needs early through effective assessment and rigorous monitoring. Leaders work consistently with parents and external professionals, such as the local authority inclusion team, to reduce the barriers to learning. They ensure that children with emerging and special educational needs and/or disabilities are very well supported, so that every child reaches their full potential. Leaders access additional inclusion funding which they use highly effectively to ensure that all children have access to the curriculum. For example, sensory resources within the sensory room help to build children's confidence, focus and social interactions highly successfully. Leaders and staff adapt the curriculum to ensure it is inclusive for every child. For example, staff and children use Makaton sign language in all parts of the nursery so that every child can communicate their needs. Additionally, for children who struggle with the settling-in process, leaders offer additional stay-and-play sessions. These consistent and exceedingly skilful adaptations support children's confidence and develop children's trust to help them feel safe and secure. Leaders support parents with additional external services to help them enjoy free time with their children out of the nursery. This includes the monthly hairdressing service and monthly library lending scheme, who all visit the nursery. This supports working parents highly effectively. Leadership and governance Strong standard Leaders are exceedingly passionate about the nursery and their role. Children and families are at the centre of all the decisions that are made. Leaders recognise the recent improvements that they have worked hard to achieve so that children are safe and healthy. Leaders have an accurate understanding of all aspects of the nursery and have identified Expected standard the nursery's strengths and areas that need further improvement. An accurate action plan is in place and reviewed to strengthen the curriculum and teaching even further. Leaders have established highly effective parent partnerships, which parents highly value. This helps to foster a positive understanding of every child's needs. Leaders ensure that children's happiness and welfare is extremely well prioritised, so that children thrive and reach their full potential. Leaders regularly review practice, so that children receive high- quality learning experiences. Leaders are highly responsive to family needs, to provide a wealth of opportunities and a holistic approach to care and learning. Leaders have high expectations for staff professionalism and carry out regular supervision to monitor practice and discuss training opportunities to match needs and interests. Leaders encourage staff to have responsibilities to build confidence in their practice. Staff share high expectations for providing high-quality care, and share their enthusiasm for accessing additional training to improve their knowledge. Staff comment that their wellbeing is very well supported and their workload monitored, which they value. Achievement Expected standard Children develop a range of skills. They make continued progress in their learning, as they learn in stages to strengthen understanding. Children are accurately assessed in their developmental stages, so that next steps in planning are relevant for children's next stage in learning. Children, including those of disadvantage and those with special educational needs and/or disabilities, make good progress from their starting points. Children receive support for transitions as they move on to the next class with confidence. For example, children are joined by their key person each week to help them settle in to new rooms. This helps to prepare children for new environments and staff. Children develop independence and fluent communication skills in preparation for school. Children learn to become confident communicators. Children listen to stories with intent, and babies enjoy snuggling up to hear familiar books read to them. During group activities, children enthusiastically engage in conversations where they recall learning and share information. Behaviour, attitudes and establishing routines Expected standard Leaders and staff have high expectations of behaviour for every child. Children are taught to be kind to their friends. When children demonstrate unkindness to their friends, other children question their actions. This teaches children the consequences of their behaviour and how to put things right. During play, staff encourage children to share and take turns. For example, during sand play, staff remind children who is first and who is next. Children respond well with clear instructions. They receive praise for their effort. Children build warm and trusting relationships with staff. This helps children to thrive in their learning. Staff support children to have the confidence to share concerns or thoughts that impact them. Children have a positive attitude to their learning. For example, when young children participate in a cooking activity, staff explain and model expectations. Children respond well to this style of learning. Children with special educational needs and/or disabilities (SEND) are supported well to ensure that adaptations are made to support learning. For example, staff limited language and used Makaton to support understanding. This engages children with SEND in learning. Children learn routines from a young age, and these are embedded in practice. Staff, generally, prepare children for what is happening next. For example, children know to wash hands before meals and to wipe their face after lunch. Attendance is well managed by leaders and monitored to safeguard children. Children's welfare and wellbeing Expected standard Children's health is promoted well. Leaders ensure children are provided with well-balanced meals that take into consideration any dietary needs. Staff supervise children's mealtimes well, to help children eat in safety. Children have lots of opportunities to access outside play throughout the day. This helps to keep their bodies healthy and strengthen their large muscle skills. Leaders support children's health by restricting times of the day when playing outdoors could be detrimental to a child's health. The strength of the sun and the ultra violet levels are carefully considered to keep children safe. Children learn how to independently keep themselves healthy. They put hats on when going outside in the sunshine and know the importance of having sun cream applied. Leaders ensure that children's welfare and wellbeing is prioritised. Staff ensure that children have adequate rest during the day. After meals, children can relax, before having a sleep to recharge their bodies. Staff monitor children while they sleep effectively. Staff develop close bonds with all the children and know their children well. This ensures they are highly responsive to children's needs. However, occasionally, staff are not aware of the needs of all the children present within their room which results in them not able to respond accurately. For example, occasionally, deployment of staff is inconsistent which can lead to individual needs not being met. Curriculum and teaching Expected standard Leaders ensure the curriculum is varied to cover all seven areas of learning. There is a positive emphasis on children building their communication, physical and social development. For example, children joyfully play in the garden as they use tricycles to manoeuvre the wheels around the transport track. Children thrive in playing in groups to interact with their peers. For example, staff create a car wash, and children use sponges, water and soap to help clean. Children hear lots of language and imitate new words. Staff skilfully create opportunities for children to problem solve and think for themselves. During a 'what's in the box' activity, children repeat the fruit and vegetables that they see. They make links as they compare real life objects with photos. Children patiently wait their turn so that each of their friends participate in the learning. Leaders have high expectations for all children, including those with special educational needs and/or disabilities, to reach their full potential. The curriculum is designed so that children learn in sequence. For example, babies are well supported when developing early walking skills. Staff provide support to strengthen their gross motor skills. This key development is well co-ordinated by staff to support baby confidence, before moving on to the next stage of learning. However, occasionally, staff do not adapt activities to consider the interests of those children engaging. For example, activities are set up based on previous learning which, occasionally, no longer interests children. This leads to disengagement of learning for short periods of time. Leaders have an accurate understanding of the teaching in the nursery. They have a clear action plan to bring about improvements to raise standards further. This will support all staff to have a clear understanding of children's individual needs and next steps. 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 enjoy attending this nurturing and inclusive provision. Staff take the time to speak to parents on arrival so they gain an understanding of anything that may impact the child's day. Children settle into the day with ease, as staff are kind and attentive. Babies develop good attachments to adults and seek comfort when needed. This helps to reassure them. Children's activities are thoughtfully set up to engage and excite children in play. During the morning, children engage in 'circle time'. Children sing hello to each other as they recall familiar routines. This helps children to feel safe and secure, ready to learn. Children develop their language skills, with staff talking to children throughout the day. Babies and young children learn signing from a young age so they develop non-verbal and verbal communication methods. For example, during mealtimes, children use Makaton sign language to say 'more', 'please' and 'thank you'. This is embedded within teaching at the nursery. Children hear and repeat a range of vocabulary. For example, children explore the outdoor growing area using a magnifying glass. They share their delight as they discover snails, spiders, ants and woodlice. Staff encourage children to lift logs and move leaves to make discoveries. Children's curiosity is encouraged through a wide range of learning opportunities. Children behave very well at nursery. Challenging behaviour is swiftly managed through conversations and support. This helps children gain an understanding of the impact of their actions. Children learn alongside their friends and have consistent routines, which helps children understand what is happening and when. The curriculum is designed so that all children, including those with special educational needs and/or disabilities, have equal access to learning. Children make good progress from their starting point and are prepared well for school. Next steps Leaders should support staff in consistently adapting the environment to meet the individual needs and interests of children. About this inspection The inspectors spoke with leaders, practitioners, special educational needs coordinator, 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. Inspectors: Jacqueline Halpin Jamie-Lee Kiff About this setting Unique reference number (URN): EY549611 Address: Tivoli Road London London Borough Of Haringey N8 8RG Type: Childcare on non-domestic premises Registration date: 26/07/2017 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: Haringey 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 88 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. 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