Pembury School House Nursery

Inspection of Pembury School House Nursery Lower Green Road, Pembury, Tunbridge Wells, Kent TN2 4EB

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

The setting offers an exceptional, child-centred approach that nurtures every aspect of children's learning and development. The curriculum is holistic, ambitious and tailored to children's interests, promoting key life skills such as confidence, independence and communication. Staff use reflective practice to plan meaningful learning experiences based on close observations, key person knowledge and individual starting points. Language and communication are a priority, supported through strategies like rich adult–child interactions, storytelling, visual aids and daily routines. Children are encouraged to express themselves, ask questions and share ideas to develop strong reasoning, curiosity and understanding of the world around them.

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The provision is outstanding

Activities are purposefully designed to embed learning in real-life contexts, from discussing scientific concepts like how and why ice melts to learning about other cultures and languages, such as Spanish, which further enhances their language skills. The outdoor environment is a key strength, offering a wide range of opportunities including a secret garden, role play, planting and sensory exploration, all of which inspire creativity, collaboration and a love of learning.

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The provision is outstanding

Staff demonstrate a deep understanding of each child's individual needs and provide consistent, responsive support that leads to exceptional progress, especially for children with additional needs or low starting points. Children show exceptional behaviour and strong social skills, often helping one another without prompting and celebrating peers' successes. Staff are outstanding role models, and children mirror their respectful, caring behaviour in daily interactions. The setting values cultural diversity, celebrates festivals and maintains strong community links, including with local schools to support smooth transitions. Children are actively involved in learning how to stay safe. For example, they take part in daily risk assessments outdoors.

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need to do better?

n Leaders are reflective and forward-thinking, continuously evaluating the nursery to ensure every aspect of the provision remains highly effective. They swiftly identify areas for development and implement purposeful improvements. For example, they recognised that some children, particularly those who speak English as an additional language or with delayed speech, needed targeted support with communication and social interaction. In response, they provided staff with high-quality, focused training to deliver tailored interventions. As a result, children receive the support they need to fully access the curriculum and make strong progress. n Staff build warm, trusting relationships so children feel safe, valued and ready to

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need to do better?

10 July 2025 learn. They give regular encouragement, clearly teach routines and offer meaningful roles like 'helper of the day' to build independence. Staff ask open- ended questions to spark thinking and support communication. They plan activities based on children's interest, for example playing games like hide and seek to build cooperation, motivation and social skills. n Parents speak highly of the setting, describing it as warm, nurturing and child- centred. They value the strong relationships staff build from the outset and the personalised support each child receives. Parents appreciate how swiftly staff identify individual needs and adapt the curriculum accordingly. Ongoing, responsive communication ensures families feel listened to, with routines and resources adapted following their feedback. Many describe the setting as 'amazing' and 'life-changing', highlighting the team's ability to provide tailored

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need to do better?

care in a safe, supportive environment. n Staff describe leaders as inspiring and visionary, with a clear, shared commitment to continuous improvement. Professional development is prioritised through targeted training and support, helping staff feel confident and well- equipped in their roles. Well-being is exceptionally well supported, with staff feeling listened to and valued as their ideas are actively considered and implemented. This fosters a highly positive, motivated and collaborative team culture. n Staff consistently model kindness and respect, creating a nurturing environment where children learn to help, share and celebrate one another. Through calm, consistent support, children develop emotional understanding and confidence. Daily 'Together Time' provides valuable opportunities for reflection on their learning and discussion, with children articulating what they have learned and observed during the morning session. These routines promote empathy,

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need to do better?

independence and self-assurance effectively. n The ambitious, well-sequenced curriculum is securely designed to meet children's individual needs and extend their interests and abilities. Carefully planned small-group activities nurture a love of learning. Outdoor play is a central feature, promoting physical development and curiosity and deepening children's understanding of the world. Children confidently express ideas using rich vocabulary, asking thoughtful questions and making keen observations, such as comparing their height or describing the 'architecture' of their constructions.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number 127440 Local authority Kent Inspection number 10394794 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 22 Number of children on roll 47 Name of registered person Pembury School House Nursery

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reference number

Telephone number 01892 825580 Date of previous inspection 25 September 2019

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Information about this early years setting

Pembury School House Nursery registered in 1992. It is located in Pembury, Tunbridge Wells, Kent. The setting is open Monday to Friday, from 8.55am to 3.30pm, term time only. The setting provides funded early education for two-, three- and four-year-old children. The setting employs eight members of staff, five of whom hold a relevant early years qualification at level 2 or above. This includes one member of staff who holds a level 5 qualification and one member of staff who has a degree at level 6.

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Inspection activities

n At the start of the inspection, the manager and inspector participated in a learning walk to explore the intentions for children's learning and how they implement the curriculum. n The inspector and the manager conducted a joint observation to assess how teaching is evaluated. n The inspector observed practice and spoke to staff and children. n The inspector held a meeting with the manager to discuss the leadership and management of the pre-school. n The inspector reviewed key documentation, including first-aid certificates and Disclosure and Barring Service checks. n The inspector took account of the views of parents by speaking with some of them during the inspection and reading written testimonials.

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Inspection activities

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.

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Inspection activities

10 July 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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