URN EY289996 · Inspected 2026-08-11 · Published 2026-10-12 · Inspector: Rebecca Miall Caroline Clarke
Bright Horizons Putney Day Nursery andPreschool Unique reference number (URN): EY289996 Address: 107-109 Norroy Road, Putney, London, SW15 1PH Type: Childcare on non-domestic premises Registered with Ofsted: 05/07/2004 Registers: EYR, CCR, VCR Registered person: Bright Horizons Family Solutions Limited Inspection report: 11 August 2026 Exceptional Strong standard Expected standard Needs attention Urgent improvement Needs attention Safeguarding standards not met Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. There have been incidents where leaders, who hold designated responsibility for overseeing the safeguarding arrangements, have failed to act in line with the local safeguarding partnership procedures. Internal processes have also delayed information-sharing with statutory children's services. Leaders have begun taking action to ensure children's welfare is being protected. However, they cannot yet demonstrate that the improvements are consistently understood and applied across the setting. Staff can mostly outline the correct action to take should they have concerns about children's welfare. However, some would still rely on support from leaders. A programme of safeguarding training is underway. However, it is too soon to see the full impact of this work. 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 Children do not make enough progress from their starting points. They do not benefit from consistent, high-quality support to access the curriculum. As a result, they do not make the progress of which they are capable. Children are not developing the attention skills they will need to support their next stage of education. Children become disengaged and wander away. Poor staff interactions do not support children to develop their communication and language skills as fully as they could. Children with special educational needs and/or disabilities do not achieve well. This is because their targeted support plans are not implemented. This limits their opportunities to achieve and make enough progress in their learning and development. That said, children make some progress in their learning and development. They remember some of what they have learned. For example, when asked, they recall the songs they sang with staff on previous days. Children are developing some independence skills. They have learned mealtime routines and work together to set the table, serve themselves and clear away their leftovers. Babies develop their small-muscle skills, exploring a range of textures such as fabrics and dough. Older children develop their hand-eye coordination as they fill containers. They develop their large-muscle skills as they build with large construction materials. Behaviour, attitudes and establishing routines Needs attention Despite significant changes in leadership and staffing, leaders ensure children have a key person they can develop a secure relationship with. However, on arrival, children are sometimes welcomed by unfamiliar staff. This does not support them to settle well into the nursery. Leaders and staff have high expectations of children's behaviour. They demonstrate respectful relationships, for example when they thank children for their help. Children share and take turns with their friends. Staff usually support children when there is conflict. They explain to children how their friends may be feeling and why. They use an egg timer to help children to learn to wait their turn. However, at times, staff do not support children for long enough to ensure they are emotionally ready to go back to playing independently. Leaders have identified this as an area they need to support through staff's professional development plans. Weaknesses in the quality of teaching mean that children do not concentrate on their learning for sustained amounts of time. Staff do not always deploy themselves where they can best support children's learning. Some staff's interactions disrupt children's play. For example, staff tend to be overly enthusiastic when they sing or when they use complex language. Children move away, which does not help them to develop the skills they need to focus on their learning. Children who need the most support to engage in purposeful play do not receive this. They spend time wandering or chasing their friends. Children's welfare and wellbeing Needs attention Staff do not teach children to wash their hands after cleaning their nose. Staff do not wash their own hands after cleaning children's nose. This does not promote children's good health or minimise the spread of infection. Children who may face barriers to their learning and/or wellbeing are not supported well enough to join in. Staff are not proactive in engaging them, and they wander around without purpose. Their wellbeing is not well supported at these times. Staff are responsive to babies' care needs. They notice when they need their nappy to be changed and approach them sensitively about this. When children are tired, staff gently rock and sing to them. This makes them feel safe. Leaders provide an environment that children enjoy exploring. Children benefit from time outside. They share a story with staff about 'Maisey Mouse' and her trip to the hospital. Children enjoy pretending that their doll is going to hospital. Mealtimes are used as an opportunity to promote children's social skills and independence. Children know to wash their hands first, collect their plates and cutlery and sit at the table. They talk to their friends and staff about their recent experiences and about their likes and dislikes. However, staff do not use these opportunities to talk to children about the foods they are eating. Curriculum and teaching Needs attention Leaders have a clear vision of what they want children to learn and be able to do. They understand how children learn and can show staff how to help children think more deeply. Urgent improvement However, leaders know that the curriculum is not currently being implemented well because of significant changes in leadership and inconsistent staffing. Leaders are spending regular time in the setting, modelling effective practice. For example, they lead a singing session in which children are highly engaged, supporting their communication and language development. Leaders have started to implement structured professional development plans. However, these have not yet had time to bring about the required improvements. Staff understand what children already know and can do. However, they do not yet use this information to inform their teaching. For example, staff know that babies are learning to use furniture to pull themselves up to stand. However, some staff lift children and place them at the table, rather than supporting them to do this themselves. The quality of teaching, including staff's interactions with children, is variable. Babies explore their environment. They make marks on the wall using brushes and water. They splash in the water, exploring how it feels. However, some staff ask too many questions that children do not understand. When babies offer staff a toy, staff ask, 'What do you want me to do with this?' At other times, staff use clear single words to name objects, helping children to learn new words. Therefore, the support for children's learning is inconsistent. Some children who require additional support are rarely spoken to during their play. Staff do not guide their learning. As a result, children wander away and do not concentrate on tasks for long. This means that these children do not make the progress of which they are capable. Inclusion Urgent improvement Children with special educational needs and/or disabilities (SEND) do not receive the targeted support they need. Children's support plans are not reviewed regularly enough to respond to their changing needs. Leaders do not proactively work with other professionals to implement the specialist advice they provide. Additionally, weaknesses in the curriculum and teaching have a disproportionate impact on the most vulnerable children, who may be less able to independently identify and communicate their need for adult support. Leaders are in the process of completing training which will help to improve their support of children with SEND. They speak passionately about wanting to provide children with the right support. However, they do not yet have systems in place to ensure children who experience barriers to their learning are identified. Leadership and governance Urgent improvement There are significant weaknesses in leadership and governance. There have been incidents where those who hold designated responsibility for overseeing the safeguarding arrangements have failed to act in line with the local safeguarding partnership procedures. However, action has subsequently been taken to ensure children's welfare is being protected. A programme of safeguarding training is underway to continue to improve the safeguarding culture at the setting. There have been several recent changes of manager and deputy manager, and several agency staff regularly work at the setting. Senior leaders from the wider organisation are now attending the setting regularly to provide greater oversight and to improve the quality of care and education provided. Leaders have the skills required to model effective teaching strategies and to provide regular supervision, training and support to staff. However, this has only recently begun. Arrangements for structured coaching and opportunities for staff to reflect on their practice have not yet been implemented for all staff. Leaders have plans in place to provide a programme of professional development that aims to address the weaknesses in teaching. However, since the last inspection, there have been incidents of poor practice that leaders have not adequately reflected on to improve future practice. Leaders support staff to share information with parents during pick-up and drop-off times and through an app. However, inconsistencies in leadership have meant that some of these communications have not been shared with parents in a timely way. There are not sufficient alternative communication methods for families who do not access the communication app. Compulsory Childcare Register requirements This setting has not 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 not 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's welfare is compromised as there are significant weaknesses in the leadership and governance of the nursery. Those with designated safeguarding lead responsibilities do not always act promptly when concerns about children's welfare are received. Despite significant changes in leadership and staffing, children generally develop warm, positive relationships with staff. Although they are sometimes upset on arrival when unfamiliar staff greet them, children settle well and show that they establish secure bonds with their key person. When in the childcare rooms, children approach staff for support. For example, they ask them to pass items that are out of reach. Children demonstrate that they feel safe with staff who help them to regulate their emotions. Families are welcomed into the setting to collect their child at the end of their day. Staff tell families about their child's day. However, leaders have not ensured all families receive important updates about the setting and their child's development. Children enjoy exploring the indoor and outdoor environments and spending time with their friends. They are learning to share, take turns and gain independence to complete some tasks. For example, at mealtimes, they know to collect their plates, cups and cutlery. Children take turns pouring water from a small jug. They spoon food onto their own plate before passing it to the next child, saying, 'There you go.' They enjoy a healthy, balanced diet. The most able children seek out adult interactions. Children who are less confident miss out on these interactions. This is because staff do not help them to join in. Staff do not consistently provide high-quality teaching that extends children's thinking or play skills. Support of children's communication and language skills is also inconsistent. Some staff ask children too many questions. As a result, children lose interest in their play and move between activities or wander around without purpose. This means that children do not achieve the deep levels of learning they need to prepare them for their next stage in education. Children who face barriers to their learning are most affected by the weaknesses in the curriculum and teaching. They do not make acceptable levels of progress from their starting points. 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 all designated leads for safeguarding understand and carry out their role and responsibilities effectively and provide oversight for all concerns raised about children's welfare and safety 18/09/2026 ensure concerns about children's safety or welfare are reported to local authority children's social care teams immediately, and in line with local reporting procedures 18/09/2026 ensure that all children who may face barriers to their learning, including those with special educational needs and/or disabilities, receive inclusive support, and that staff effectively implement, review and update support plans alongside parents and other professionals 18/09/2026 implement effective handwashing practices, particularly when children are supported to, or independently, clean their nose, to minimise the spread of infection 18/09/2026 share information, in a way that is accessible to all parents, and with other relevant professionals, which ensures a two-way flow of information and that the needs of all children are met 18/09/2026 fully implement professional development plans to ensure staff provide high-quality interactions which consistently support children's learning and development in all areas and ensure they make good progress 18/09/2026 About this inspection The inspectors spoke with the regional director, the early childhood specialist, the covering manager, the covering deputy manager, the special educational needs coordinator and a Inspectors: Rebecca Miall Caroline Clarke About this setting Unique reference number (URN): EY289996 Address: 107-109 Norroy Road Putney London SW15 1PH Type: Childcare on non-domestic premises Registration date: 05/07/2004 Registered person: Bright Horizons Family Solutions Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00 Local authority: Wandsworth Facts and figures used on inspection This data was available to the inspector at the time of the inspection. range of staff 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. Since the last inspection, there have been significant changes to the leadership and staffing team. We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. This data is from 11 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 62 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. 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