Bright Horizons Brockley Day Nursery and Preschool

Bright Horizons Brockley Day Nursery andPreschool
Unique reference number (URN): EY487116
Address: 289 Lewisham Way, LONDON, SE4 1XF
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/03/2015
Registers: EYR, CCR, VCR
Registered person: Bright Horizons Family Solutions Limited
Inspection report: 22 April 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.
Achievement Strong standard
Children are making secure progress with their learning and development. They are well
prepared for each stage of their learning and development, transitions between base rooms
and their subsequent move to school. For Earth Day, older children recall what they have
learned regarding recycling. They also expertly recall where boxes of each type of material
need to be placed. This helps children to learn about the wider world around them.
Children of all ages thoroughly enjoy sports activities. They are welcome to attend
regardless of their attendance. Children benefit from staff adapting each session for the
abilities of the children who are participating. Children learn new skills with ball control,
hand–eye coordination and listening for instructions. Children of all ages are confident
learners and readily talk with staff regarding their needs and wishes.
Behaviour, attitudes and establishing routines Strong standard
There is a positive culture of respect in the nursery. From leaders to staff down to the
children, they all listen to each other's needs. Babies right up to pre-school children learn the
importance of using kind hands. Older children regularly work together to problem-solve.
Staff teach children how to manage their own feelings, which is evident in their wonderful
behaviour. Children and staff have developed clear bonds, which further support their
positive behaviour.
Leaders and staff work together to support children's attendance. They follow up with
parents and carers to support any absence. Staff and parents work together to swap days
and add extra to help to overcome any barriers to attendance and to support families in
times of need. Staff have embedded well-established routines across all rooms. All children,
including those with special educational needs and/or disabilities, are fully aware of what

happens next and help to support staff. For example, they help to count how many chairs
they need for lunchtime.
Children's welfare and wellbeing Strong standard
Staff have an excellent understanding of children's routines and expertly adapt settling-in
processes to meet their individual needs. Staff work closely with parents and carers to
understand children's needs. They extend and adapt sessions to support children's
individual needs. Children settle extremely quickly, ready to start their learning and
development. Children of all ages are fully aware of routines. Staff follow babies' individual
routines to nurture their development and wellbeing. Older children have rolling mealtimes to
enable calmer experiences for children and to enable children who have an early sleep to
have plenty of rest during the day.
Children recall expertly what staff have taught them. During focus activities for Earth Day,
children explain how they recycle and compost. They explain, when asked by staff, which
items go into which recycling bin. Children recall how food composts and how it can be used
to help in the garden. Teaching is embedded well to support children to understand healthy
habits and the natural world around them.
Curriculum and teaching Strong standard
The senior leadership team ensures that the curriculum that staff provide is highly inclusive
for all children attending. Staff have high expectations for all children and provide high-
quality activities to support these. Staff are highly skilled in adapting activities in order to
meet the differing needs of children. Babies benefit from a broad range of activities to help
support their different stages of learning. Staff provide plenty of space to allow them to
practise their newfound skills of crawling and walking. Staff adapt activities for older children
so they can ensure that all children are progressing and narrowing any gaps in their
learning. Sometimes, staff in older rooms carry out more adult-led focus activities.
Staff expertly use children's interests and next steps to plan activities to support their
learning and development. For example, for Earth Day, staff use children's interest in the
wider world to plant seeds and teach them about the birds nesting in their garden. Staff
across the nursery provide a learning environment rich in language to support children's
communication and language development. They adapt their teaching very successfully for
children with special educational needs and/or disabilities to support their understanding and
work towards their targets.
Inclusion Strong standard
Leaders work very closely with staff and parents and carers to support children with special
educational needs and/or disabilities. They work collaboratively with other agencies to
support meetings and sessions in the nursery. Staff take targets for children and integrate
them very well into planning to help meet their individual needs. They support parents well
through assessment processes and next steps. Parents express their gratitude towards the
staff and the guidance they provide, which helps them to navigate meetings and
assessments.

Staff are fully aware of barriers children face with regard to their learning and development.
They plan regular activities outside to ensure children have a broad range of activities and
learning experiences. Children of all ages of experience outside play. Younger children have
their own outside space they can explore. Leaders continually assess the impact of funding
on children's learning and development. They review the progress children are making
towards their early learning goals and the impact of how they have used the funding they
have received. This helps staff to swiftly identify and provide early intervention for children's
learning.
Leadership and governance Strong standard
The senior leadership team at the nursery is very effective. Leaders have developed a
positive culture of responsibility across the staff team. Staff receive opportunities to review
how to spend grants to make positive improvements to the quality of the curriculum provided
for all children. Parents and carers describe how positive the leadership team is and how it
actively communicates with them regarding any changes to the nursery and staffing
structures. They also explain how staff give detailed feedback and suggestions on children's
learning and development and the progress they are making. This helps to provide
consistent continuity of care for children.
Leaders are highly skilled in identifying where areas need more support and the training
staff require. They respond rapidly to these to ensure everyone has opportunities to improve
their own personal development. This in turn positively impacts the quality of teaching for all
children. All staff and leaders work well together to review workloads and support each
other. There is a high regard for staff wellbeing throughout the nursery. All staff look out for
each other and step in if they require help or support. This shows in the calm atmosphere
throughout the nursery.
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 extremely well settled and arrive eager to see their peers and staff. All ages of
children are engrossed in high-quality activities that enable their learning and development.
Staff adjust each child's settling-in sessions, from starting at the nursery to transitioning
between rooms, so they are individual to each child. This allows children to be able to take
their time to adjust to new routines and experiences. Children are well prepared for their
next steps in learning. They gain valuable independence skills to aid their future learning.
Children readily serve themselves water and help staff to get ready for mealtimes. They also
learn how to put on coats ready to play outside.
Staff are deployed well to meet children's needs. In particular, babies can enjoy exploring
the garden and getting fresh air, as staff ensure they are safe when moving between areas.
Babies also experience messy activities linked to Earth Day. They enjoy playing with peat
and staff talk with them about the feel and texture.
Children thrive in a safe learning environment, where they feel valued and supported.
Children receive continued praise and positive reinforcement throughout the day, building on
their confidence. All children are highly social and regularly share what they have been
doing at home and talk about their friends. All children welcome others into their play.
Children with special educational needs and/or disabilities are encouraged by their peers to
join in activities.
Children learn how to keep themselves safe through well-planned activities and expert
teaching from the staff. They recall how to move safely on the stairs. Children make sure
they hold hands and the railings to steady themselves. They readily wait and take turns on
climbing equipment, helping to keep each other safe as they play.

Inspector:
Rebecca Hurst
About this setting
Unique reference number (URN): EY487116
Address:
289 Lewisham Way
LONDON
SE4 1XF
Type: Childcare on non-domestic premises
Registration date: 05/03/2015
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: Lewisham
Facts and figures used on inspection
Next steps
Leaders should ensure continued improvement to support children's creativity and
imagination, especially during focus activities.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator and
parents and carers 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.

This data was available to the inspector at the time of the inspection.
This data is from 22 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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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