URN EY281377 · Inspected 2026-04-21 · Published 2026-06-09 · Inspector: Hayley Kiely
Bright Horizons Reigate Holmesdale Road DayNursery and Preschool Unique reference number (URN): EY281377 Address: 81 Holmesdale Road, Reigate, Surrey, RH2 0BT Type: Childcare on non-domestic premises Registered with Ofsted: 02/06/2004 Registers: EYR, CCR, VCR Registered person: Bright Horizons Family Solutions Limited Inspection report: 21 April 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 All children, including those who face barriers to learning, progress well from their starting points. For instance, children continue discussions following on from activities they took part in earlier in the day. They confidently talk about the pictures they drew and explain that potatoes have eyes. This shows that children are able to embed new knowledge that staff have taught them. However, on occasion, some children's experiences are not consistently developed to help them deepen their knowledge even further, which does not fully support them to broaden their knowledge. Children generally settle quickly and show an increasing ability to separate from their main carers and key persons. They explore their surroundings with fascination. For example, babies spend time playing with see-through fabric and attempt to fit them into the slots in the furniture around them. All children learn to develop age- and stage-appropriate independence skills. For example, younger children carry their belongings when they are due a nappy change, and older children get their place cards before they sit down to eat. Behaviour, attitudes and establishing routines Expected standard Overall, staff support children's behaviour well. For example, they remind them of the safety rules when using the gardening equipment. Children listen and respond appropriately. Staff praise children for their positive listening, which builds on their understanding of how they are expected to behave. Children also learn to wait patiently for their turn to cut up their banana for snack. When staff notice children need support to regulate their feelings, staff are prompt to step in to help them to modify their behaviour. However, at times, staff are not aware of when children need support to engage in their learning. At these times, children soon lose interest in their chosen activities, which sometimes results in them showing unwanted behaviour. This goes unnoticed by staff, which does not fully provide children with consistent messages about how they are expected to behave. Children generally show a positive attitude to learning. For example, they enjoy opportunities to work together with their friends to achieve a common goal, such as planting herbs. Staff also encourage children to join in with the daily routines, such as cleaning the tables and tidying up before they have their lunch. Children are familiar with the well- established routines, and staff support them to complete tasks for themselves. For example, toddlers begin to wash their hands independently at appropriate times, such as before they eat. Older children serve their own food and scrape their leftovers into the food bin. This helps children to develop essential life skills. However, sometimes, staff do not consistently organise the daily routines well. For example, at times, staff set up activities but quickly tidy them away in order to set up for lunch. This results in children's learning being interrupted soon after they focus their attention on this new activity. Children's welfare and wellbeing Expected standard Children show that they have developed secure bonds with staff. For example, babies reach out for cuddles when they need reassurance, and older children engage confidently with staff. This supports children to feel safe so that they can explore their surroundings. Staff support children to learn about healthy eating. For instance, they build on a planting activity talk about which foods are good for them, and which foods they can sometimes have. Children show their knowledge of what has been previously learned. For example, they talk about vegetables being good for them and sometimes having foods like sweets. This helps children to develop a secure understanding of how to keep themselves healthy. Children receive support to learn how to keep themselves safe. For instance, staff support children to cut up their fruit safely for snack time. They talk to children about the importance of cutting their food a certain way so that it is safer for them to eat. This helps children to develop an awareness of how to manage risks. Overall, staff are attentive and recognise when children need support with their personal needs. For instance, they ensure that children wash their hands at appropriate times. However, on occasion, staff do not notice that some children have dirty noses. This does not fully support children to look after their own bodies. Curriculum and teaching Expected standard Leaders have high expectations for all children to achieve well in their development. Overall, they have effective oversight of the quality of the curriculum and teaching so that children receive appropriate support to enable them to continue to progress. For instance, leaders observe practice, which enables them to identify strengths and areas for development. Leaders are currently implementing strategies to strengthen teaching opportunities when children use the outdoor areas. This is to enable children to continue to benefit from high- quality learning opportunities at these times. Leaders effectively support staff to build on what children know and can do so that they develop age-appropriate knowledge and skills over time. For example, staff plan a planting activity. They use questioning well to encourage children to recall previous and new learning. Children confidently share what they have learned, which helps staff to assess children's progress. Overall, staff follow children's interests as they engage in their chosen activities. For instance, as toddlers spend time moving water into the sand tray, staff encourage them to look at how the sand changes. However, on occasion, staff do not consistently check in with children who do not appear to be engaged in learning. This does not fully enable staff to ensure that all children are benefitting from the wide variety of learning opportunities that are available to them. Inclusion Expected standard Leaders and staff observe and assess children's progress regularly. This enables them to get to know children well and plan for their continued learning. Staff use their secure knowledge of children to promptly identify any concerns about their development. They take swift action to ensure that appropriate support is put in place. For example, they seek advice from the special educational needs and/or disabilities coordinators, speak to parents and carers and make appropriate referrals. Leaders and staff work in partnership with those involved in children's care so that relevant information is shared with those who need to know. This includes obtaining support plans designed by specialists working with children. Staff typically ensure that agreed strategies are implemented to close gaps in children's development. For example, they organise activities suggested by other agencies and teams to precisely target gaps in children's development. This provides children with consistent support to enable them to progress well. Overall, children benefit from this support that is put into place. For example, children who struggle to regulate their behaviour show an increasing ability to manage their feelings when they face difficulties. Leadership and governance Expected standard Leaders have notified Ofsted of a breach of requirements. We are satisfied with the action that the provider has taken in relation to this, and no further action is required by Ofsted at this time. Overall, leaders have effective oversight of the nursery. They have identified strengths, such as positive parent partnerships, and areas for development, such as improving the provision in the garden. They are supporting staff to undertake additional training in order to strengthen the quality of teaching in the outdoor area. This helps to secure better outcomes for children. Leaders have made improvements since the last inspection. This includes strengthening children's understanding of how to keep themselves safe. Leaders have ensured that teaching is sequenced effectively to support children to embed the new knowledge and skills they have learned. Staff report that they enjoy working at the setting and are well supported by leaders. They are kept informed of any relevant news and updates, which helps them to have a secure understanding of their roles and responsibilities. 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 benefit from warm and positive interactions with staff. Babies receive cuddles and reassurance from staff when they are feeling unsure. This helps them to quickly settle and enjoy exploring their learning environment. Children enjoy interactions from staff as they engage in planned and self-chosen activities. This supports children to develop their confidence and form secure relationships with staff. Staff ensure that they provide children with clear explanations as to what they need to do during planned activities. This includes encouraging children to remember what they have previously learned before telling children what they will be doing next. They join in enthusiastically and remain focused on completing their tasks. This enables children to feel confident, settled and ready to join in with activities. Staff check children's understanding and encourage them to recall previous experiences. For example, children confidently remember what herbs smell like and make simple links, showing they are beginning to embed their knowledge. Staff also support early mathematical development by encouraging children to recognise and sequence numbers. Staff support children's developing communication and language skills well. They encourage children to talk about what they are doing, join in with familiar songs and take part in conversations. Children enjoy opportunities to listen to familiar stories and songs, which helps them to hear a range of words to build on their language development. Children learn to become independent learners. Staff support them to manage tasks for themselves, such as building train tracks. Staff show children how to do this and then give them time to try to it on their own. This enables children to develop their problem-solving skills and learn to work things out for themselves. Next steps Leaders should support staff to identify when children need support with their care needs and to engage positively in their learning. Leaders should support staff to review the organisation of activities so that the daily routines are seamless and do not interrupt children's learning. About this inspection The inspector spoke with leaders, staff, 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. 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. Inspector: Hayley Kiely About this setting Unique reference number (URN): EY281377 Address: 81 Holmesdale Road Reigate Surrey RH2 0BT Type: Childcare on non-domestic premises Registration date: 02/06/2004 Registered person: Bright Horizons Family Solutions Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 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 21 April 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 109 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. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. 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