Bubbles Nursery Bexley

Inspection of Bubbles Nursery Bexley 68 Crofton Avenue, Bexley, Kent DA5 3AT

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Overall effectiveness Good

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

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The provision is good

On arrival at this homely setting, children are very calm and keen to begin their day. There is a welcoming team of staff on hand to support children settling in who are new to the setting, as well as children transitioning to a new room and learning environment. Parents comment that on asking their child where they would like to go today, their child's response is 'nursery', even on days they are not due to attend. Staff are extremely approachable, warm, friendly and nurturing, leading to established secure attachments with their key children.

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The provision is good

Children are happy, and the setting's curriculum offers opportunities for them to follow their interests in the moment as well as teaching the children the language of feelings and emotional literacy. Children are provided with a vast range of opportunities to develop good communication and language as part of whole-group discussions or individually with their key person. They engage fully with activities to support physical development, both indoors through sensory play and outdoors as part of the natural world. For example, pre-school children engage within minibeast hunts using magnifying glasses, and toddlers explore mud kitchens and sand play with various curiosity approach resources, such as kettles and pots. The chef provides a healthy diet and offers recipes that are innovative, such as a cocoa powder and avocado custard dessert.

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need to do better?

n Children focus on tasks and confidently explore the nursery. Managers encourage them to be creative and think critically through the 'no template' artwork approach. Room leaders enable the children to make their own interpretations, connections, and experimentation, such as through painting 3D objects such as dinosaur figures that a particular child showed an interest in. n Pre-school children are taught to be risk averse and manage risks competently, such as using the stairs to access their indoor learning space. However, there needs to be more of a focus across the overall setting on the children tidying up the wide range of resources and activities offered to them to reduce unnecessary hazards and avoid potential accidents. This builds on the children respecting their learning environment and their collective sense of belonging. n Managers have a clear curriculum intent, which is evident within the pre-school

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need to do better?

room. However, this needs to be embedded fully across the whole setting. For example, pre-school children adore the 'what's in the box?' initiative so much so that the room leader frequently reintroduces the 'box' on the request of the children throughout the day. This results in the pre-school children being fully aware that their interests are being met, alongside encouraging them to express their thoughts, use new words and expand their vocabulary. n Mealtimes provide opportunities for the children to interact socially with staff and

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need to do better?

2 September 2025 each other. Self-serving is well established, with pre-school children able to hold tongs confidently to choose their meal portions, consolidating their fine motor skills. To build upon this further, toddlers and pre-school children could be encouraged to lay their own tables with their cups, cutlery and personalised placemats. Babies are also encouraged to self-feed with appropriate cutlery provided to them, as well as holding and drinking from their water beakers independently. n Staff have high expectations for children's behaviour, and they are developing a sense of right and wrong. Managers have implemented 'Super Hero' capes to promote positive behaviour and teach the children to be kind and respectful. n Leaders engage effectively with the children's families and others in the community, including schools and other local services. The setting has welcomed several visitors who offer enriching experiences, such as drumming, guide dogs

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need to do better?

and local police officers. However, the setting could arrange opportunities that consider the cultures and heritage of their current families to promote respect for different people.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n raise teaching to a higher level across all areas of the provision. Consistently embed the curriculum across all areas of the provision to raise the quality of teaching to become highly effective n supervision strategies require a more timely structure, with planning focusing upon staff involvement and managers providing role-modelling opportunities of good practice, particularly the learning and development of babies, to further support staff's subject knowledge to ensure they are fulfilling their roles effectively.

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Setting details

Unique reference number EY549357 Local authority Bexley Inspection number 10407300 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 45 Number of children on roll 63 Name of registered person Bubbles Nurseries Limited

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reference number

Telephone number 02083040065 Date of previous inspection 3 January 2020

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Information about this early years setting

Bubbles Nurseries Bexley registered in 2017. It is one of two settings owned by Bubbles Nurseries Ltd and is located in Bexley, Kent. The nursery is open each weekday from 7.30am to 6.30pm, all year round. It employs 15 members of staff, 14 of whom hold relevant early years qualifications from level 2 to level 6. The nursery provides funded early education for children aged from nine months to four years.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked about their curriculum and what they want the children to learn. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning and development. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector and manager carried out two joint observations of group activities. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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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

2 September 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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