Caterham The Laurels Day Nursery and Preschool

Caterham The Laurels Day Nursery and Preschool
Unique reference number (URN): EY544935
Address: 41 Town End, CATERHAM, Surrey, CR3 5UJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/04/2017
Registers: EYR, CCR, VCR
Registered person: Bright Horizons Family Solutions Limited
Inspection report: 4 March 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.

Strong standard
Expected standard
Inclusion Strong standard
Leaders ensure that every child's individual needs are swiftly identified and effectively
assessed to support them in reducing barriers to learning and wellbeing. They have
embedded a culture whereby staff consistently make demonstrable differences to the
opportunities and experiences of children who experience disadvantage. When children
become upset and begin seeking sensory input, staff provide structured, appropriate
alternatives to support them in regulating their emotions. For example, leaders have
introduced a large peanut ball that children can safely roll on, bounce with, or use to direct
their energy in a controlled way.
Leaders and staff share a clear vision and take rigorous action to reduce children's barriers
to learning and wellbeing. Staff use effective assessments to identify what is working and
what is not, and plan and implement appropriate adaptations based on this. They use early
years pupil premium funding effectively to ensure that all children have a fair and equal
opportunity to access the curriculum. For example, a reading area is being developed in the
garden for children who may not have access to books at home. Leaders rigorously monitor
the progress of children receiving statutory support as well as those who face additional
barriers to their learning and/or wellbeing. Adaptations are systematically and skilfully
adjusted as needed, ensuring they make a sustained difference to children's opportunities
and experiences.
Achievement Expected standard
Overall, children generally make secure progress through the curriculum. Their vocabulary
develops steadily, supporting them to communicate with others and build the foundations for
positive relationships. Children show care for one another, celebrating each other's
successes. They develop a love of books and mark making in a range of contexts, from
using pencils and paper outdoors to exploring marks in play dough and during sensory
activities. Children remain close to their key person, engaged in their learning as they listen
to stories and join in with songs.
Children who face barriers to learning or wellbeing achieve particularly well from their
starting points. Those who previously found it difficult to communicate now do so using
Makaton or visual cues. Children who once struggled to settle arrive happily, confidently
separating from their parents. Some children even allow other children to play alongside
them, which they have previously found extremely challenging. This demonstrates
significant progress in their social development.

Children are increasingly well prepared for their next stage of learning and development.
However, where the quality of teaching is less consistent, children's progress is not as
strong as it could be over time.
Behaviour, attitudes and establishing routines Expected standard
Staff have implemented many strategies to establish a positive environment; however,
behavioural expectations are not yet consistently understood by all team members. This can
lead to some incidents of unwanted behaviour, occasionally resulting in minor injuries.
Staff have created warm, caring and trusting relationships with children, and children
regularly check in with their key person. Children are encouraged to collaborate and get
along with others. They play games together and help each other reach a shared goal.
Leaders have implemented a punctuality and attendance policy that is understood by all
staff. This consistent approach ensures staff follow up promptly on non-attendance and can
identify any patterns of concern. They work closely with parents, keeping them informed and
supporting them where needed to improve attendance.
Staff consider children's different ages and stages of development, particularly for those
experiencing disadvantage. They adapt their expectations appropriately based on individual
circumstances. Reasonable adjustments are made where needed, such as supporting
children who struggle with transitions by allowing them to move to the garden after others,
ensuring a smoother and calmer start to outdoor play.
Children's welfare and wellbeing Expected standard
Children's individual routines are thoughtfully considered and effectively adapted to help
support them to maximise the potential for their day ahead. Leaders have established
policies and practices to support children's welfare, mental health and wellbeing, but these
are not yet consistently embedded. For example, leaders are rolling out a 'nurture'
programme, but this is still in the early stages and not yet making a highly impactful
difference to children.
Staff have a secure knowledge and understanding of the children in their care, particularly
their key children. They make appropriate adaptations to varying needs of children who
experience disadvantage, but they are not highly responsive to every child's varying needs.
For instance, when children throw toys, staff do not use the strategies they have in place to
help redirect the energy, such as using the peanut ball or encouraging children to get
outside and throw balls. Instead, they just sometimes tell children not to do it. Staff
appropriately promote physical and emotional health and equip children with the tools they
will need to keep themselves safe and healthy, such as confidence and independence skills.
Curriculum and teaching Expected standard
Leaders have a secure understanding of the intended curriculum and have designed it to
prepare children for their next stage of learning. It prioritises children's emotional security
while developing their confidence, independence and self-help skills. Children are supported

to manage conflicts, understand turn-taking and develop the confidence to ask for help.
These aims are clearly defined but are not yet consistently embedded across the staff team.
Leaders draw on their knowledge and experience to make effective decisions that drive
improvement.
The curriculum is designed to meet the learning and development requirements of the early
years foundation stage and is generally implemented by staff. Leaders prioritise the
development of children's language skills, building vocabulary and communication through
stories, songs and rhymes. Mathematical learning is introduced progressively, beginning
with simple counting songs and developing into the use of positional language, matching
numerals to quantity, and recognising numbers.
Children's physical, personal, social and emotional development is a key focus, with some
staff undertaking specific nurture training to help children feel safe, settled and confident.
Children's physical development is promoted from a young age through access to
appropriate climbing equipment and engaging sensory activities, which build progressively
as children grow.
Leaders and staff support children who experience disadvantage by making appropriate
adaptations. For example, children who have limited or no vocabulary are supported to
communicate in other ways, such as visual cues, now and next boards or electronic boards
with key symbols on them.
Appropriate formal and informal assessment is used to check what children know and can
do. From this, tailored next steps in learning goals are created to provide children with
targeted support as they progress through the curriculum.
Leadership and governance Expected standard
Leaders work consistently well together as a team. They share a clear vision and make
appropriate changes to improve the setting. For example, they have recently refurbished the
garden and have plans to develop it further, such as by creating a healthy garden to grow
food for the nursery guinea pigs.
Leaders are able to identify their strengths and have driven improvements in key areas,
which has significantly enhanced the provision. However, they do not always identify all
areas of priority as effectively as they could.
Leaders are reflective and open to feedback, continually seeking ways to improve the
setting. They make considered decisions, always keeping children at the heart of their
planning. They work hard to meet the needs of all children, particularly those who
experience disadvantage, making appropriate adaptations to support their learning and
development. For example, they are rolling out a Makaton signing training course to support
children with communication barriers.
This inspection followed a number of notifications received from the setting. Leaders have
taken action to address the concerns, including providing additional staff training,
implementing peer observations, improving handovers, resharing the emotional wellbeing
and behaviour policy, and conducting staff supervisions. While appropriate strategies have

been introduced, they are still in the process of being consistently embedded across the
entire staff team.
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 the setting. They form positive relationships with their peers and
key persons. Staff interact warmly and responsively with children, supporting them to
engage in and enjoy their learning. Children are keen to try new things and demonstrate a

willingness to have a go. They remain motivated and sustain concentration for appropriate
periods, for example when completing tasks such as puzzles.
Overall, children achieve well from their starting points as they progress through the
curriculum. Those who experience disadvantage are particularly well supported, with swift
action taken to identify and address any gaps in learning or barriers to wellbeing.
Developing children's independence and confidence is a key priority within the curriculum,
and this is typically supported well by staff. Children are given opportunities to make
mistakes, persevere and succeed with appropriate adult guidance. They develop age-
appropriate knowledge and skills across all 7 areas of learning. However, staff do not yet
consistently implement the strategies, policies and procedures introduced by leaders, which
means children do not benefit fully from them.
All children are supported to develop a strong sense of belonging. This is reflected in daily
routines, such as self-registration, and in the environment, where children see themselves
represented through photos. Families feel welcomed and are encouraged to engage in the
setting, including attending community events such as charity days. Leaders regularly seek
feedback from parents and use this to help shape the curriculum. While staff and parents
understand the behavioural expectations, there are some inconsistencies in how and when
staff support and respond to children's behaviour.
Children feel safe and develop positive relationships with staff and their peers. Attendance is
promoted and monitored rigorously. Each child's individual journey and starting points are
recognised and valued, and they receive appropriate support to help them flourish. For
example, children are offered different opportunities that they may not have experienced
before now.
Next steps
Leaders should strengthen staff's understanding of expectations for children's behaviour,
ensuring consistent approaches and clear boundaries are applied by all.
Leaders should ensure that all policies and procedures are consistently implemented
across the staff team.
About this inspection
The inspector spoke with the manager, early years specialist, regional director, deputy
manager, staff, including the designating safeguarding leads and special educational needs
coordinators, 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

Inspector:
Beth Wilson
About this setting
Unique reference number (URN): EY544935
Address:
41 Town End
CATERHAM
Surrey
CR3 5UJ
Type: Childcare on non-domestic premises
Registration date: 06/04/2017
Registered person: Bright Horizons Family Solutions Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 4 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
101
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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