URN EY290486 · Inspected 2026-08-10 · Published 2026-10-12 · Inspector: Becky Phillips Anja Eribake
Bright Horizons Eltham Green Day Nursery andPreschool Unique reference number (URN): EY290486 Address: 5 Lionel Road, London, SE9 6DQ Type: Childcare on non-domestic premises Registered with Ofsted: 23/12/2004 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 gain the skills necessary for their next step in education. They are confident communicators. Babies are able to communicate their needs. For example, they indicate to staff that they want to sing songs with props, and confidently ask for more food at mealtimes. Older children are able to tell staff if they are not happy or if they need further support. Children develop a positive attitude towards learning and are able to initiate their own play when exploring the environment and the activities. They develop effective independence skills as they feed themselves, serve their own food at mealtimes and understand the importance of hygiene procedures. However, older children are not consistently learning what is expected of them, such as the importance of not running around inside, how to look after their toys, or to wear an apron during messy play. Behaviour, attitudes and establishing routines Expected standard Children develop positive relationships with staff. They feel confident to approach them for comfort and support. Children settle in well and are happy to come into the setting. They are familiar with the routines and confidently explore the resources on offer, but come back to check in with staff when needed and have lots of cuddles and reassurance. Staff are positive role models for children and typically support their behaviour well. They encourage children to share their toys and take turns throughout games and activities, and as a result, children are kind and considerate to each other. However, at times, in the pre- school room, staff do not set clear expectations for children, and this means that they don't understand classroom rules, such as the rules about caring for their resources and not running inside in order to keep themselves safe. Leaders promote an inclusive and respectful environment where all families are welcome. Staff support families to make sure their children can attend. They offer flexible sessions to ensure that children's attendance is regular. This successfully supports children's understanding of the importance of routine attendance, in preparation for school. Children's welfare and wellbeing Expected standard Relationships between staff and children are warm and responsive. This supports children's emotional wellbeing successfully, and, as a result, children are able to express how they feel. They are confident to ask for support from trusted staff, and staff are responsive to their needs. Staff support children to develop healthy lifestyles. For example, the setting provides healthy and nutritious meals for children. Staff involve children in discussions about what is in their meals and the different allergens, to support children's understanding of dietary requirements. Children enjoy the calm and well-organised mealtimes where they are encouraged to serve and feed themselves. They also delight in exploring the well-resourced garden areas, where they learn to climb, ride bikes and engage in physical exercise. Children typically follow effective routines and understand what they need to do. For instance, at mealtimes, they know to pick up their place card, plate and cutlery before sitting down. However, at times, transitions between different times of the day, such as before lunch or before going outside, are not organised effectively. Children are sometimes left waiting too long and become disruptive. Curriculum and teaching Expected standard Leaders have a secure understanding of the quality of the curriculum and teaching at the setting. They know what skills and knowledge they want children to have secured before they move on to school. Leaders have planned an ambitious curriculum that is typically taught well. Leaders are working to strengthen opportunities for high-quality interactions to be consistently embedded at all times of the day. Staff know the children well, and plan a range of fun and exciting activities based on their interests and next steps in learning. They closely monitor children's learning and quickly identify any gaps to ensure that all children make good progress and are well prepared for the next stage in their learning. Staff effectively support children's communication skills. For example, with babies, they talk about what they can see or are doing and introduce new words to develop their vocabulary. With older children, staff ask questions to extend their learning and thinking skills. As result, children are confident communicators and are keen to share their ideas and interests. Leaders and staff provide regular activities to support children's physical development. For instance, children take part in sports sessions and enjoy exploring the well-resourced gardens. However, the indoor environment for pre-school children is not well organised to meet their emerging physical needs. Inclusion Expected standard Leaders and staff know the children well and have effective systems in place to monitor children's development. They are, therefore, quick to identify children who may have barriers to learning. Staff work very closely with parents to address any concerns. Parents confirm the leaders' and staff's timely support and the positive impact this has on their children's learning and development. Leaders and staff ensure that children with special educational needs and/or disabilities receive effective support and make the best possible progress from their starting points. They typically have a secure understanding of child development and use any additional funding that children receive to enhance their development further. For example, leaders and staff have observed that focus and sensory buckets enable children with barriers to learning to access learning more easily. Therefore, they use funding to invest in these resources for children to use. Staff receive regular updates and training to ensure that they are best equipped to meet all children's needs. For example, staff have recently attended an inset day focused around inclusion. Staff work closely with other professionals to make sure they have all the support they need to help all children make good progress. Leadership and governance Expected standard Leaders have a secure understanding of the quality of the curriculum they offer. They work closely with the local authority early years advisors, and use their feedback to inform their development plans to continue to drive improvement. For example, they plan to integrate their training on sensory circuits into transitions, to help children stay focused. Leaders support staff with ongoing guidance and advice. They provide staff with regular supervision and support staff members as they develop in their roles. Staff also attend regular training and inset days to develop their practice. Leaders have oversight of the quality of the setting and the plans in place to improve practice further, demonstrating their ability to evaluate their practice effectively. Leaders and staff work closely with parents and keep them up to date and involved in their children's learning. For example, parents have access to an online app and see regular observations and assessments regarding their children's development. Parents are also invited to regular events in the nursery, such as graduations and celebrations. Leaders are supportive of the staff team and have set up a range of schemes to support the team's workload and wellbeing. Staff have access to different online training platforms, health and wellbeing advice and emotional support, and staff comment that they feel valued and well supported. Leaders demonstrate that they have a good understanding of the setting and the cohort of children they are providing care for. They work closely with parents and other professionals to quickly identify any barriers to children's learning and implement effective strategies to support them to ensure that all children make progress from their starting points. 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 arrive happily and are excited to see the staff and their peers. Effective settling-in and room transition processes support children to build secure attachments with their key person. As a result, staff know the children really well, as well as what they are interested in and what they can do. They plan a range of experiences to support children's development. Children demonstrate that they feel safe and secure as they confidently explore the environment and make choices in their play. Staff encourage children to be independent and develop their physical skills. For instance, children delight in helping to sweep up the sand with the dustpan and brush; they demonstrate real perseverance as they scoop up the sand with the tools and are very proud of themselves when they have achieved what they wanted to. Staff give lots of praise and encouragement to support children's self-esteem and confidence. Children become confident communicators at this setting. Babies learn how to express that they have had enough to eat or want more, and develop self-care skills such as feeding themselves. Older children confidently start conversations about what they do. They learn skills such as hygiene routines. For example, they are aware that they cannot touch food before washing their hands. Leaders and staff have an effective understanding of how children learn and what they need to do to support their learning and development. An ambitious curriculum has been implemented, and this is typically taught well. Children confidently invite staff into their play, and staff use their teaching skills to support and extend children's learning. Children use their imagination to initiate their own play and develop positive social skills, playing respectfully with their peers. They acquire skills that will help them with their next stage in education. Leaders demonstrate that they have a positive oversight of the setting, as they are able to identify their strengths and areas for development and have plans in place to support these. Next steps Leaders should develop the organisation of transition times during daily routines to reduce children's waiting times and support them to understand and prepare for what will happen next. Leaders should support staff in developing clear expectations for children, to help children understand what is expected of them and keep themselves safe. Leaders and staff should evaluate the learning environment of the pre-school rooms to better meet children's emerging physical needs. About this inspection The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers, 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: Becky Phillips Anja Eribake About this setting Unique reference number (URN): EY290486 Address: 5 Lionel Road London SE9 6DQ Type: Childcare on non-domestic premises Registration date: 23/12/2004 Registered person: Bright Horizons Family Solutions Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:30 Local authority: Greenwich 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 71 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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