Enchanted Wood Preschool Ltd- Standard Road 'Under Twos'

'Under Twos'

Unique reference number (URN): 2782836 Address: 28 Standard Road, Bexleyheath, DA6 8DP Type: Childcare on non-domestic premises Registered with Ofsted: 12/04/2024 Registers: EYR Registered person: Enchanted Wood Preschool 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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Achievement Strong standard

All children make excellent progress, whatever their starting points, including those with special educational needs and/or disabilities (SEND) and other vulnerable children. Babies practise their babbling skills and quickly move on to saying single words. Toddlers express themselves clearly in sentences and have rapidly developing vocabulary. Children learn to feed themselves and eagerly help to put toys away at the end of play. Babies quickly move on from sitting and crawling to walking and running. Children learn how to count from one to 5, while some toddlers count securely beyond this. All of these skills form an excellent foundation to support children's next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children are consistently keen to attend the setting. Staff promote regular attendance through discussion with parents and carers. They share the positive effect of this on children's progress and preparation for school. From an early age, children consistently show very positive attitudes to learning. For example, even babies sit, listen and take part in group song and story sessions. Toddlers show high levels of concentration levels as they use tongs skilfully to pick up toy fish. They show perseverance when they fail and try again. Children develop positive relationships with each other. They play together in the pretend home corner, sharing resources. Toddlers show kindness to babies as they give them toys to play with.

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Behaviour, attitudes and establishing routines Strong standard

Staff manage children's behaviour readily. They very successfully adapt routines to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. For instance, they use distraction techniques expertly and very successfully with babies, for instance, if they try to take a toy away from another child. Staff praise children explicitly and consistently for positive behaviour. This motivates children to behave very well. For instance, toddlers remind others to share toys and resources. Staff have very warm and trusting bonds with all children. They they use visual prompts to help children to understand different things that happen each day.

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Children's welfare and wellbeing Strong standard

Staff place a high emphasis on helping children to understand and manage their feelings. For example, they use a collection of stories based on feelings with puppets to help children to learn about different emotions. Staff are highly sensitive to each child's needs. For instance, they readily reassure babies when they show surprise when they see lots of bubbles floating in the air.

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Children's welfare and wellbeing Strong standard

Staff provide excellent routines to meet children's needs. They observe babies individual sleep patterns closely, ensuring they are well supervised and sleep safely. Staff have a robust approach to children's safety. They check all parts of the setting, indoors and outdoors, to reduce the risk of hazards. Staff teach children how to act in safe ways. For instance, they show children how to use steps with care and caution. Staff teach children how to use tools, such as spoons, safely when eating. They ensure that children are seated securely and supervised closely at meal and snack times. They make sure that there is a qualified first aider at each table to keep children safe.

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Children's welfare and wellbeing Strong standard

Staff provide nutritious meals and snacks that meet special dietary needs. They teach children about the value of eating well. Staff help children to learn about oral hygiene in very effective ways. For instance, children have fun brushing the teeth of toy dinosaurs. Staff read children stories about the how to keep teeth and gums healthy. They readily adapt routines, such as mealtimes, to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. For instance, they use sign language and visual cues to indicate when it is lunchtime.

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Curriculum and teaching Strong standard

The curriculum is very thoughtful, enriching and wholly responsive to the needs and interests of babies and toddlers. It encompasses and meets the needs of children with special educational needs and/or disabilities and other vulnerable children exceptionally well. For example, staff use coloured cloths to signify different parts of the daily routine to help children with SEND and other vulnerable children to understand and prepare for routine activities. All children achieve exceptionally well in their progress, whatever their starting points.

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Curriculum and teaching Strong standard

Staff regard children's physical, personal, social, and emotional development with high importance. They support children's independence skills in excellent and innovative ways. For example, babies and toddlers take turns to fetch their shoes to go outside when staff sing a cheery song about shoe shops. They gain excellent physical skills as they skillfully ascend low steps and climb across frames. Babies enjoy regularly spending time on mats where they learn to move themselves in different ways, including rolling and crawling.

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Curriculum and teaching Strong standard

Staff help babies to gain very secure communication, language and literacy skills in excellent ways. For example, they use sign language and teach children the names of common objects using visual cues. They read lots of different types of stories to children and use props, such as puppets, to fully engage them in the story. Staff maximise all opportunities to support children's communication and language skills. For instance, they talk and sing songs to children during nappy changes to teach them new words and model sentence structure.

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Curriculum and teaching Strong standard

Staff support children's understanding of the world in highly effective ways. For instance, they teach children about cause and effect as children take turns to press an air pump to launch a foam rocket. Children eagerly take part expressing awe and wonder as the rocket shoots into the air. Children gain excellent skills to prepare them for their next stage of learning.

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Inclusion Strong standard

Staff have excellent systems to ensure that any gaps in children's learning are quickly identified. They carry out speech and language screening when children first start. This provides an excellent early identification of gaps in children's language development. Staff carry out observations and periodic thorough assessments to robustly monitor children's progress. If any concerns are noted, staff speak to parents and carers and advise them to contact their local doctors or health visitors. They are diligent and follow up with parents to ensure that they have contacted a suitable health professional for further guidance.

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Inclusion Strong standard

Staff make expert adaptations to the curriculum to meet the needs of children with special educational needs and/or disabilities (SEND). For instance, they provide extra supervision and support for children with SEND during physical activities. This has a significant positive and enduring impact on children's development. Leaders make very effective use of funding to support children who need extra help. For example, they provide more individual support through better staffing ratios to help promote best outcomes for children. There are staff who have level 3 and 4 qualifications in supporting children with SEND or special educational needs coordinator training. This helps to ensure excellent support to children with SEND and other vulnerable children.

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Leadership and governance Strong standard

Staff have excellent partnerships with parents and carers. They provide lots of helpful guidance and information, such advice on healthy eating and potty training. Staff ensure that parents are kept completely up to date on their child's progress. They do this in highly effective, flexible ways, such as daily diaries, secure electronic messaging and parent reviews throughout the year. Parents' comments shared during the inspection state high appreciation of the care and learning provided by staff.

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Leadership and governance Strong standard

Leaders are deeply committed to the continual professional development of staff. They ensure that all staff have regular opportunities to enhance their skills and knowledge. Staff have completed a wide variety of courses, including a course on the inquisitive minds of children under 2 years of age. This has led to improved understanding in this area. Leaders provide robust and regular supervision session to all staff to provide support, where needed. They provide staff with time to plan and write up assessments on children to ensure that their workloads are manageable. Leaders organise social outings and regular treats for staff, who state that they feel highly valued and supported by leaders. Leaders continually review the work of the setting and set highly ambitious goals to build ongoing improvement.

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

Babies and toddlers thoroughly delight in a wide variety of highly stimulating and creative activities in this very warm, well-organised and homely setting. All staff, not only children's key persons, know each baby exceptionally well. They have nurturing and deep relationships with all children. Babies and toddlers settle very well as staff ensure that their home care routines, likes and interests are fully reflected in the nursery routine and activities. Children and their families are each welcomed very warmly and valued highly. For example, there are lots of pleasant photos displayed on trees of babies and their families throughout the nursery. Babies and toddlers feel an excellent sense of belonging to the nursery. This is helped by staff singing each of their names in greeting songs at the start of each session. Staff are consistently down at babies' level to fully engage with them by smiling and talking to them in gentle tones. Through this, babies learn how to interact

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

positively with others, including their peers.

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

Babies are highly active learners who busily explore their environment. They thoroughly enjoy participating in carefully prepared activities from an excellent broad and rich curriculum. Babies, whatever their starting points, make very secure progress, including those with special educational needs and/or disabilities (SEND). Staff make expert adaptations to routines and activities to meet the individual needs of children with SEND. Babies feel safe and flourish in their learning and development. They show high levels of concentration as they happily explore paint. Some babies make hand prints, toddlers use cotton buds to make marks on paper while some children draw recognisable objects, such as dinosaurs. Children consistently attend the setting. They gain excellent skills in preparation for their move to the sister nursery a few doors away.

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Next steps

Leaders 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

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Enchanted Wood Preschool Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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. 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, parents and carers, staff and children during the inspection. She considered comments from parents 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. This data is from 21 May 2026

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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. 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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