Bridge Lane Nursery Ltd

Bridge Lane Nursery Ltd

Unique reference number (URN): EY281653 Address: Bridge Lane, Battersea, London, SW11 3AD Type: Childcare on non-domestic premises Registered with Ofsted: 23/06/2004 Registers: EYR, CCR, VCR Registered person: Bridge Lane Nursery Limited

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Achievement Strong standard

Children make secure and consistent progress from their starting points, including those with special educational needs and/or disabilities (SEND). Children show confidence, curiosity and engagement in daily routines and play. They develop important skills in communication, early literacy, mathematics and social interaction through experiences that build steadily on what they already know. Children count, add and describe objects using increasingly complex vocabulary. They take part in creative, sensory and problem-solving activities and apply skills independently and alongside peers. Children show growing persistence and are motivated to try again when tasks are challenging. They listen to staff, follow simple instructions and share ideas with their friends, helping them to build positive learning habits. All children, including those with SEND, can access the full range of learning opportunities and continually build their skills and knowledge. Children's achievements and

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Achievement Strong standard

progress are celebrated and encouraged. As a result, children develop confidence, independence and readiness for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive behaviour. They show respect, kindness and consideration for one another. Staff model expectations at children's level and support all children to share, take turns and cooperate. Children follow routines calmly and show growing independence in their self-care. Staff respect children's privacy and dignity at all times. Mealtimes are sociable occasions, and children enjoy nutritious food. Staff sit with children, talk with them and encourage conversation about tastes, colours and healthy choices. Children practise hygiene routines as part of everyday expectations. Staff's sensitive support and explanations help them understand why these routines matter for their wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities are included fully in routines and learning. Staff adapt activities and provide reassurance to help children manage feelings and understand boundaries. Children show curiosity and persistence in play. They approach challenges with confidence and develop problem-solving skills through opportunities to explore and practise independently. Children of all ages show positive attitudes to learning. They build independence and confidence and are prepared well for their next stage of education. Leaders promote regular attendance and recognise its importance for children's learning and wellbeing. They monitor patterns of absence and work with parents and carers to provide timely support to help children attend consistently.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised through attentive and responsive care. Staff know children well and respond sensitively to their cues. They provide reassurance and guidance that help children to feel secure and develop confidence. Children with special educational needs and/or disabilities receive personalised support, including visual prompts and signing. This helps children to communicate their needs and take part fully in activities. Staff organise routines carefully and maintain safe, well-ordered spaces. This supports children to explore, be active and take appropriate risks within a secure environment. Children are encouraged to manage their belongings, follow simple instructions and develop independence. These routines help children to feel capable and confident.

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Children's welfare and wellbeing Strong standard

Staff work closely with parents and carers and seek advice from external professionals when needed. Children's emotional wellbeing is nurtured through calm, positive interactions and consistent support for recognising and managing feelings. Key staff build secure relationships so that children feel heard, valued and safe. As a result, children are happy, settled and engaged. They develop resilience and self-assurance within a nurturing environment where staff support every child to thrive.

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Curriculum and teaching Strong standard

Children experience a broad and ambitious curriculum that promotes curiosity, exploration and progress across all areas of learning and development. Staff plan learning carefully and use everyday routines and interactions to extend children's understanding. They balance teaching and exciting opportunities with child-initiated play so that children can follow their interests and practise new skills. Staff embed communication and early mathematics throughout the day. For example, children count bricks as they build, and staff encourage them to compare sizes and talk about how they will make their structures stable. During sensory play with sand and water, staff model vocabulary linked to texture and quantity. Children respond with increasing confidence and use sentences to explain their thoughts. This helps children to strengthen language and apply mathematical thinking in meaningful contexts.

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Curriculum and teaching Strong standard

Staff ensure that children with special educational needs and/or disabilities access the same curriculum opportunities as their peers. They use visual prompts, labelled resources and tailored adult support to remove barriers to learning. Key staff monitor children's progress and identify their next steps in learning accurately, helping children to build knowledge and skills over time. Staff adapt teaching so that children can learn in small steps and achieve well. Leaders understand the quality of education being delivered and provide practical guidance for staff. They monitor the curriculum across rooms, check that teaching supports children's learning intentions and use reflective discussion to bring about improvement. This helps staff to deliver learning consistently and strengthens outcomes for children over time.

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Inclusion Strong standard

Leaders demonstrate highly effective and inclusive practice. They ensure all children's needs, including of those with special educational needs and/or disabilities (SEND), are identified early on. Staff support all children to access all aspects of nursery life. Leaders and staff consistently assess children's individual needs, using detailed information from parents and carers and their own accurate observations. They plan meaningful support that enables each child to participate, engage and make secure progress. Visual supports such as labelled resources, picture lanyards and simple signs are used to help children with SEND communicate confidently and express their needs alongside their peers. Some staff already use basic signing, and others are currently learning to sign to support communication even further. Leaders ensure additional funding is used appropriately to help children who need targeted support. They check that resources and strategies are improving

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Inclusion Strong standard

children's participation and outcomes and adapt plans when children need a different approach.

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Inclusion Strong standard

Children with SEND are fully involved in routines, play and group activities. Staff adapt the environment and resources to reduce barriers to learning and wellbeing. The key-person approach ensures continuity and a deep understanding of each child. Staff work collaboratively with parents and carers and external professionals, including health and educational specialists, to tailor support effectively. Peer interactions are kind and inclusive, with children supporting one another and forming positive relationships. Children from all backgrounds and with a range of barriers to their learning are consistently included and feel a secure sense of belonging to the nursery community. All children achieve consistently secure outcomes in communication, confidence and independence from their starting points. The inclusive culture enables every child to thrive and access learning fully.

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Leadership and governance Strong standard

Leaders provide clear direction and guidance. They maintain high standards of care, learning and safeguarding. Leaders design and plan the curriculum so that children's experiences build progressively on what they know and can do. Planning is responsive to children's interests and needs, including those with special educational needs and/or disabilities. This ensures all children can participate fully and make progress. Leaders monitor practice across all rooms. They observe routines and interactions to check that children are supported, included and appropriately challenged. Leaders promote reflection and continuous improvement. They encourage staff to share strengths and refine practice so that teaching remains consistent and children benefit from stable routines and expectations.

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Leadership and governance Strong standard

Leaders work closely with parents and carers and external professionals, including those from health, social care and education services. This supports a coordinated approach where children need additional help. Policies and procedures are clear, implemented consistently and reviewed regularly. Leaders create a supportive culture where staff feel valued and are confident to seek guidance to improve practice. They work with parents to reduce barriers and support children to benefit from learning experiences consistently. As a result, leaders maintain a purposeful and well-structured provision that supports children's confidence, development and readiness for their next stage of learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy, confident and feel safe and secure in a welcoming and nurturing environment. From the start of the day, children are greeted warmly by staff and leaders. They settle quickly and engage joyfully with their friends. Staff know each child very well and use this understanding to provide responsive care and support. Information gathered from parents and carers, including about routines, interests, communication needs and any special educational needs and/or disabilities (SEND), is used effectively to help children settle quickly and take part fully. This helps to ensure every child is included, thrives and develops as well as possible. Leaders provide clear guidance and support for staff, promoting consistency, reflection and a culture where children's learning, wellbeing and curiosity are prioritised. Leaders promote regular attendance and act promptly when patterns of absence emerge. They support parents and carers well, helping children make

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What it's like to be a child at this setting

Children enjoy a broad and stimulating curriculum that combines planned adult-led activities with plentiful opportunities for self-directed play. Children are encouraged to explore, investigate and follow their interests. For example, children in the garden explore ice during a sensory activity. They describe it as cold and slippery and experiment with different ways to move it. Staff extend children's language and descriptive thinking through well-timed interactions. In baby and toddler rooms, children engage with sand, wooden bricks and sensory materials. Staff model language and early counting skills and respond carefully to children's gestures and sounds.

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What it's like to be a child at this setting

Communication, language and inclusion are central to daily practice. Visual cues, labelled resources and object lanyards help children with SEND to communicate and express their needs confidently. Children take part in activities together and form secure attachments with key persons. Children enjoy cuddles, sit close during story times and seek reassurance from familiar adults, helping them feel valued and understood.

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What it's like to be a child at this setting

Children behave well, show kindness and develop as curious and independent learners. Mealtimes are calm and sociable. Children enjoy nutritious meals and learn about healthy choices through everyday routines. Children benefit from meaningful experiences beyond the nursery, including visits into the local community. These experiences help children develop confidence, independence and readiness for their next stage of learning.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, a special educational needs coordinator, parents and children during the inspection.

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About this 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.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bridge Lane Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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