Bright Horizons Fulham Day Nursery and Preschool

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About Bright Horizons Fulham Day Nursery and Preschool

Name Bright Horizons Fulham Day Nursery and Preschool
Ofsted Inspections
Address 16 Lettice Street, London, SW6 4EH
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority HammersmithandFulham
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders have made some improvements since the last inspection so that children are safe at this nursery. For example, they have carefully considered and adapted the physical layout of the nursery so that this does not pose any risks to children.

However, there are still inconsistencies, which means that children do not yet receive a consistently good quality of care and teaching.Children in some rooms understand the routines of the nursery well. For example, babies respond well to well embedded routines for nappy changing, sleep time and mealtimes.

This helps babies to feel settled and secure at nursery. However, in other... rooms, children do not always have a clear understanding of the routines. For example, children do not always understand when to transition from play to meal times clearly enough.

Some children continue playing, despite being asked to tidy up. At these times, transitions can feel slightly confusing for the children.Some children develop their independent skills well.

For example, pre-school children carefully serve their own food and then carry their trays to tidy them away after they finish eating. However, other children do not yet develop their independence enough. For example, at times staff wipe children's hands for them instead of encouraging them to do this for themselves.

Developing independent skills such as these helps children to prepare for the next stage of their learning journey and can build children's self esteem.

What does the early years setting do well and what does it need to do better?

Leaders understand what children of each age and stage of development should achieve in the curriculum for communication and language development. However, they do not ensure that staff implement this curriculum consistently.

Where practice is stronger, staff narrate effectively as children play. For example, staff name vegetables and discuss their smells as children smell them. This supports children to associate their experiences with new language.

However, at other times, staff ask children too many questions and speak too fast. This does not allow children time to process their thoughts and formulate language. This means that the progress that children make in their communication and language development is variable.

Some staff use nursery rhymes well to support children's learning, particularly for babies and younger toddlers. However, this is not implemented consistently for all ages and some children do not hear enough stories or songs. This is an important way of teaching children new vocabulary and a love of books, and impacts on the progress that children make in their language development.

Staff carefully consider how to support children in their physical development. Children strengthen the muscles in their hands and develop their hand-eye coordination. For example, they squeeze pipettes of water, make marks with paint or pens, knead play dough and dig in the soil to plant seeds.

Children develop their agility, flexibility and balance through activities, such as balancing along beams, rolling or kicking balls and jumping along a track. These opportunities help children to make good progress in their physical development.Some staff do not support children to care for their nursery environment.

For example, on occasion, children drop sand or toys on the floor and staff do not ensure this is cleared up in a timely manner. At these times, children do not develop a sense of pride in looking after their nursery environment.Leaders are passionate about supporting children with special educational needs and/or disabilities.

They identify children who may need extra support to access the curriculum early and then work with parents to put strategies in place to support these children. Leaders make referrals to specialist professionals where necessary. This means that these children receive the support they need in a timely manner.

Staff support children who speak English as an additional language. They are aware of the home language which children speak at home and use keywords from each child's home language. This helps children to develop their communication skills in English and their home language, as well as building their sense of pride in the languages which they speak.

Leaders ensure that staff receive regular professional development opportunities, such as online training. However, they do not yet successfully identify weaker practice and offer effective targeted support to help staff to improve. This means that the quality of teaching is inconsistent throughout the nursery.

Staff keep parents updated on what their child is doing whilst at nursery through effective use of an app and verbal feedback by staff. Leaders provide regular opportunities for parents to share their views with them. This helps to build effective parent partnerships.


The arrangements for safeguarding are effective.Staff have good knowledge of what to do if they have concerns regarding a child's well-being. They attend regular training to ensure their safeguarding knowledge is kept up to date.

Important safeguarding information is clearly displayed in the setting for staff to access if necessary. Staff participate in regular quizzes to ensure their safeguarding knowledge is up to date. Leaders have a good understanding of safeguarding procedures and know where to go for further support if necessary.

Leaders use effective systems to recruit staff and to ensure their ongoing suitability.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date ensure that staff deliver the curriculum for communication and language to a consistently high standard 31/05/2023 ensure that leaders consistently identify weaker practice and offer effective targeted support to help staff to improve.31/05/2023 To further improve the quality of the early years provision, the provider should: support children to develop their independent skills consistently support children to care for their nursery environment.

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