Pink Elephants Nursery Pre School

Pink Elephants Nursery Pre School

Unique reference number (URN): 2741274 Address: Bromley Common Cricket Club, The Grove, Oakley Road, Bromley, Kent, BR2 8HQ Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2023 Registers: EYR Registered person: Pink Elephants Nursery Ltd

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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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Children's welfare and wellbeing Expected standard

Leaders and staff establish and implement policies and practices that promote children's welfare and wellbeing. All staff benefit from a comprehensive induction procedure that enables them to understand their roles and responsibilities. Leaders and staff build strong relationships with parents, which helps them to understand children's individual experiences and backgrounds.

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Children's welfare and wellbeing Expected standard

Staff create a welcoming space where children are excited to join in and access daily outdoor learning. They teach children hygiene practices that help them to develop their independence and manage their own personal care needs. Staff teach children about making healthy choices regarding food considering their own nutrition and physical health. Children use mealtimes to develop good manners and social skills as they eat among their peers. Staff take steps to ensure that children with barriers build strong attachments that help develop their self-esteem and sense of wellbeing.

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Children's welfare and wellbeing Expected standard

Staff help children to express their emotions. They talk about children's feelings, enabling them to identify and recognise them. When children struggle to share with others, staff take swift action. Children learn to take turns with others. They cooperate well and think about the needs of others, including those with barriers to learning. Staff implement policies for safe sleep and teach children about personal safety.

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Achievement Needs attention

Staff identify the learning needs of children with special educational needs and/or disabilities (SEND). However, children do not benefit from teaching that adapts sufficiently to their learning needs. The curriculum does not focus closely enough on closing gaps in knowledge and skills for children with SEND. For example, children with gaps in their speaking skills are not given the structured support they need to make the progress needed. This limits their ability to express themselves in readiness for school.

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Achievement Needs attention

Children enjoy learning and playing with their friends. Staff find out about their interests and ask them questions about their home lives. Children develop warm relationships with staff. They feel safe and ready to learn.

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Behaviour, attitudes and establishing routines Needs attention

Inconsistencies in how the curriculum is implemented means that children do not fully develop concentration and focus skills. For example, staff do not consistently teach children to listen during focused learning. They do not remind children to pay attention or identify when children lose focus and concentration. As a result, children are not always able to join in and engage in activities deeply. This limits their abilities to develop attention skills.

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Behaviour, attitudes and establishing routines Needs attention

Overall, children behave well. This is because staff develop warm relationships with children and get to know their individual personalities. Leaders understand the importance of attendance and punctuality and take steps to address any issues with parents. Staff are positive role models for children. They help them to form relationships with others. Staff support children to develop key social skills while playing games and activities collaboratively. They take the time to praise children, giving them increased confidence and self-esteem.

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Curriculum and teaching Needs attention

Leaders understand that more work needs to be done to design an inclusive curriculum. They have identified that support by staff is not always well matched to the needs of children with special educational needs and/or disabilities (SEND). Leaders recognise that adapting the environment to promote children's communication skills would be beneficial. They recognise that routines for children with SEND do not always enable them to join in with other children.

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Curriculum and teaching Needs attention

Leaders' plans to develop how the curriculum is adapted to support children with SEND are in the early stages. It is too soon to measure the impact of this work.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of the quality of teaching. There is a strong focus on physical development. For example, staff teach children coordination and balance skills. Children develop positive attitude to physical activity. Staff interact with children in positive ways. They hold meaningful conversations with children and ask them questions that help develop their thinking. For example, staff ask children to describe changes to materials. This supports curiosity and enjoyment of learning.

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Inclusion Needs attention

Leaders recognise that more work needs to be done to ensure that staff have the skills required to adapt the curriculum to support children's learning. They know that developing strategies to support children when they struggle to engage with learning would benefit them, particularly in strengthening how staff adapt teaching to develop communication skills.

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Inclusion Needs attention

Leaders have begun to develop plans for individual children to promote their learning and reduce barriers. This includes reflecting on the routines and how these are adapted to meet the needs of children with special educational needs and/or disabilities (SEND). However, these plans have not yet been embedded across the setting. As a result, children do not always benefit from the specialist support they need to achieve across all areas of the curriculum.

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Inclusion Needs attention

Leaders and staff identify children's emerging needs, including those with SEND and those who are disadvantaged. They work with parents and other partners to access external support. Leaders take appropriate action to ensure that funding for disadvantaged children promotes their learning and wellbeing.

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Leadership and governance Needs attention

Leaders' actions to develop the curriculum have not yet led to sustained improvement.

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Leadership and governance Needs attention

Leaders take steps to understand the setting's context and make links with the local community. They have a vision for creating an environment where children can develop a strong sense of belonging through high-quality learning inside and outdoors. Staff engage effectively with parents to help them to understand children's experiences at the nursery. They support families to access external support to promote children's welfare and wellbeing. Parents report their children enjoy attending nursery and develop social skills and confidence.

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Leadership and governance Needs attention

Leaders implement policies that ensure that staff understand their roles and responsibilities. For example, they have a robust induction procedure that helps new staff to feel confident. Leaders undertake regular supervisions with staff to understand their workload. Staff say that the support provided to them by leaders helps them to feel valued.

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

Leaders at this nursery recognise that some children need additional support with their learning. This includes children with special educational needs and/or disabilities (SEND). They have begun to plan how to strengthen the curriculum for these children. However, it is too soon to determine the impact of this work. For example, leaders plan to extend their own understanding of strategies to support children with barriers to learning. They know that this will help them to adapt the curriculum for children with SEND. However, these plans are in their infancy. Leaders reach out to expert partners to support children's learning. However, they do not consistently apply strategies from experts to further children's learning. For example, not all children learn strategies to help them to express themselves in preparation for their future lives.

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

Staff create a safe and welcoming space for children to join in. However, staff do not consistently teach children the expectations during focused activities. As a result, children do not always stay on task because they do not learn strategies to help them to develop concentration and focus skills. Children treat others with kindness, care and respect. Staff have warm relationships with children and build trusting connections with them. Staff get to

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About this setting

Unique reference number (URN): 2741274 know children well and celebrate their unique ideas and backgrounds. For example, they talk to children about their families while reading stories together. Staff play games and activities with children, encouraging them to develop key physical skills. For example, staff enthusiastically teach children to ride wheeled toys. Children take appropriate risks that help them to develop core skills, such as balance and coordination.

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About this setting

Staff promote attendance and punctuality. They implement practices and policies to support children to develop self-care skills. For example, children develop healthy attitudes to food and exercise.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

adapt the curriculum to the learning needs of children with special educational needs and/or disabilities 31/03/2026

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Action Completion Date

support children to develop attention and focus skills during transitions and focused activities. 31/03/2026

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About this inspection

The inspector spoke with leaders, staff 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:

Bromley Common Cricket Club The Grove, Oakley Road Bromley Kent BR2 8HQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Pink Elephants Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 12:00,Monday,Tuesday,Wednesday,Thursday,Friday : 12:00 - 16:00

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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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