Bright Horizons Peckham Rye Day Nursery and Preschool

Bright Horizons Peckham Rye Day Nursery andPreschool
Unique reference number (URN): EY283916
Address: 24 Waveney Avenue, Peckham Rye, London, SE15 3UE
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/02/2004
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 benefit from a curriculum that is tailored to promote their individual needs and
overall development. Babies learn new vocabulary in the context of their play. For example,
they know the names of herbs, such as 'mint', and they explore smelling the herb. Children
build on their imagination. For example, babies learn to play musical instruments 'slower'
and 'faster' as staff sing to them. Older children, who previously needed support with their
communication and language skills, demonstrate progress from their starting points.
Children are prepared well for the next stages in their learning.
Children benefit from regular opportunities to be physically active and to play in the fresh air.
Children across all age groups enjoy exploring different textures, using their senses.
Children with special educational needs and/or disabilities focus well, for instance, as they
explore catching objects in the net during water play. On some occasions, children are not
fully supported to learn the appropriate use of resources and this interrupts their learning at
times.
Behaviour, attitudes and establishing routines Expected standard
Leaders, managers and staff promote positive relationships within the setting and teach
children to take account of the needs of others during play. They take appropriate steps to
intervene and support children to resolve any issues with peer relationships and to develop
respectful relationships with each other. Staff promote children's understanding of the lives
of people and communities around the world. These experiences support children to
develop positive attitudes towards differences.
Typically, children engage well during activities as staff know children's interests and plan
activities that stimulate their curiosity. Furthermore, staff actively promote children's choices.
For example, children who do not wish to join in group time receive support to choose

alternative activities that interest them. Children are motivated to explore, and they are
typically happy and settled.
Staff pay particular attention to supporting children to adapt to new routines, for instance,
when they transition between rooms within the setting. For example, they teach older babies
to learn to use open cups and to learn to use cutlery to support their independence and to
prepare them for next stages in their learning.
Staff work in partnerships with parents to support children to learn to use the toilet
independently. They share information effectively with parents to understand and support
children's sleep and mealtime routines.
Staff work closely with parents to support children's attendance. They share information
effectively with parents and other agencies to understand and support the needs of children
who are known to social services.
Children's welfare and wellbeing Expected standard
Staff focus well on supporting children's emotional wellbeing. They support children with
adapting to changes, such as the arrival of a sibling. They provide several opportunities for
older children to talk about and overcome any anxieties, if any, regarding starting school.
They read stories to children about starting school and promote positive discussions about
the changes. These experiences support children to develop a positive approach to change
and helps to prepare them for the next stages in their learning.
Staff share information effectively with parents to understand and support children's care,
medical and dietary needs. They work together with parents to support children's early
understanding of oral hygiene and the importance of visits to the dentist.
Staff adapt activities well to enable all children to participate in the learning experiences they
offer. For example, they take account of the needs of children with allergies, while planning
cooking activities related to cultural celebrations. Children feel included and develop a sense
of belonging.
Leaders support staff to identify and minimise risks to children's safety and ensure their
wellbeing. For instance, they have identified that some areas of the garden are temporarily
not suitable for children's use, and they have decided not to use these areas until the issue
is resolved. Leaders have not addressed some inconsistencies in handover processes
between staff, to fully support continuity in children's experiences.
Curriculum and teaching Expected standard
Leaders support staff to plan and implement a curriculum that is ambitious and enables
individual preparation for children's next stages in their learning.
Staff stimulate older children's participation during book reading activities. They encourage
children to express their thoughts and ideas and talk about emotions. Typically, children
focus well during these activities. Staff provide several opportunities for children to extend
their communication skills and learn new vocabulary. Babies learn to name animals.

Children with special educational needs and/or disabilities (SEND) learn to follow
instructions, for instance, when staff engage their participation in interactive games
outdoors. However, staff do not always provide opportunities for children to engage in
learning experiences that reflect their home languages.
Staff skilfully use regular opportunities to introduce children to numbers, counting and
mathematical vocabulary. They challenge older children's learning by encouraging them to
calculate one more or one less than a given number. Children with SEND learn
mathematical vocabulary, for instance, as staff encourage them to identify the 'big' and
'small' ducks during water play. Staff chat with older babies about the numbers that
represent children's nappy size, thereby using regular opportunities to introduce children to
early mathematics.
At times, staff do not support and guide children to learn the appropriate use of resources,
for instance, to hold scissors effectively during arts and crafts activities. Children hold the
scissors with their thumb in the lower ring, which does not allow them to achieve desired
results while cutting paper.
Inclusion Expected standard
Leaders and managers establish effective partnerships with parents and professionals to
assess, identify and meet the needs of individual children. They liaise closely with other
agencies to meet the needs of children who are known to children's social care. They gather
information from parents and professionals, and develop and implement health care plans,
to meet children's dietary and medical needs. Children and families feel welcome in this
inclusive provision.
Leaders support staff to plan and deliver a curriculum that is ambitious and is targeted to
support individual children's progress from their starting points. Staff plan clear next steps in
children's learning and combine these with children's interests to stimulate their engagement
in learning. For example, children who need support to form friendships receive
encouragement to play interactive games with their peers. Children with special educational
needs and/or disabilities and those who need support with communication skills are
stimulated to respond. For instance, when their peers call out 'What's The Time, Mr Wolf?',
they respond, saying 'one'. Staff model to children to say 'one o'clock', helping them to
extend on what they say.
Leaders and managers have not fully addressed some gaps in information sharing
processes within the team. Some staff who work with children who speak English as an
additional language are not informed of the languages children are familiar with in their
home environment. They do not consistently use this information to enhance the learning
experiences of individual children.
Leadership and governance Expected standard
Leaders have improved staff supervision and the processes to monitor staff progress
towards their individual goals and objectives. They have provided training for staff to refresh
their understanding of safer sleep routines for children. They have improved the setting's

procedures for recording and responding to complaints. Leaders have taken action to
strengthen supervision of children with allergies and to ensure their wellbeing.
Most staff have worked at the setting for several years and are passionate about their work
at the setting. They express positive views about leaders' and managers' support for their
wellbeing. Parents express positive views about their children's time at the setting and that
their children are happy to come in. Most parents state that they receive regular updates
from staff about their children's learning.
Leaders work closely with other agencies to meet the needs of children with special
educational needs and/or disabilities and those known to children's social services. They
ensure that staff know the children well and plan effectively for children's care and learning.
However, information sharing between staff is not fully embedded to enable an effective
handover when staff cover other staff's absences. This sometimes leaves staff with lack of
clarity regarding staff's temporary roles and responsibilities. At times, staff who work with
children are not aware of children's home languages to support and enhance children's
learning experiences further.
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 are happy to meet the staff on arrival. Most children settle down quickly and are
keen to engage in play. Children who are hesitant to separate from their parents and carers
are reassured by staff. For example, young children feel encouraged to transfer to staff
when staff chat with them about activities and resources that interest them.
Children enjoy playing outdoors with their peers and benefit from opportunities to meet with
children of other age groups who attend the setting. This helps to support their social skills.
Children develop their physical skills and learn to keep safe, for instance, as they pedal
trikes and learn to walk on balancing beams. They learn to share and take turns during play
and staff support them to play cooperatively with peers. Children develop their
independence. Babies learn to express their choices, for instance, they say single words to
indicate what they would like to sing next. Toddlers and older children know to empty their
plates in the bin after meals.
Younger children show familiarity with songs and join in with corresponding actions. For
example, they move their fingers in response when they hear the word 'twinkle'. They show
they are happy as they smile and move their bodies to the rhythm. Older children learn to
contribute to discussions. They benefit from opportunities to understand and talk about
changes, such as what may be different when they move to school. These experiences help
to prepare children for the next stages in their learning. Children who need support with their
communication skills and those with special educational needs and/or disabilities receive
encouragement to use words in play and learn new vocabulary. They build confidence in
joining in play with their peers, as staff promote their interactions and encourage their
participation.

Inspectors:
Geetha Ramesh
Brad Flavien
About this setting
Unique reference number (URN): EY283916
Address:
24 Waveney Avenue
Peckham Rye
London
SE15 3UE
Type: Childcare on non-domestic premises
Registration date: 23/02/2004
Registered person: Bright Horizons Family Solutions Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Next steps
Leaders should strengthen support for staff to fully embed effective handovers,
particularly when staff cover other staff's absences.
Leaders should support staff to help children develop a consistent understanding of the
appropriate use of resources, to further support children's uninterrupted play and learning.
Leaders should support staff to help children extend on the communication skills they
develop through their familiarity with their home language.
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.

Local authority: Southwark
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 5
Total number of places
74
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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