Brinds Well Day Nursery

Brinds Well Day Nursery

Unique reference number (URN): EY375196 Address: Hawstead Lane, Orpington, Kent, BR6 7PH Type: Childcare on non-domestic premises Registered with Ofsted: 01/05/2008 Registers: EYR, CCR, VCR Registered person: Childbase Partnership Limited

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

All children make steady progress from their starting points, including those with special educational needs and/or barriers to their learning. Staff encourage children to build their knowledge and skills as they move through the setting, ensuring they are prepared for their next steps in learning.

p.2

Achievement Expected standard

Babies enjoy playing with toy animals learning to say their names and beginning to link words to objects. Older children extend this interest in the world by exploring the names of dinosaurs and creating volcanos in the sand.

p.2

Achievement Expected standard

Children develop important social skills. Younger children show empathy, offering toys to comfort others when they become upset. Older children play cooperatively, taking turns and following rules during structured games.

p.2

Achievement Expected standard

Children use their imaginations confidently. Younger children create hats from play dough, experimenting with shape. Older children draw on their own experiences to role-play scenarios such as birthday parties. The oldest children use these imaginative skills in more complex ways, working together to build structures from building blocks, such as a bug hotel, demonstrating their creativity.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders support all rooms to implement consistent behaviour management strategies and help staff understand how to promote children's emotional regulation. These approaches are becoming embedded, with leaders guiding staff to recognise how individual behaviour can influence the wider group and how to respond calmly and effectively.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff work closely with children with special educational needs and/or disabilities, supporting them to regulate their emotions. They recognise subtle signs that children are becoming unsettled and respond through sensitive interactions to support children to learn to manage their emotions. As a result, children feel understood and supported. Overall, children behave well and show an understanding of the setting's boundaries.

p.2

Behaviour, attitudes and establishing routines Expected standard

Structured routines help children feel safe and confident. Staff use visual cues to support children's understanding of transitions and expectations, enabling them to move smoothly between activities.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children enjoy each other's company and demonstrate positive social attitudes. They play cooperatively, share resources and take turns. When minor disagreements occur, older children often resolve these independently, while younger children receive gentle guidance to help them manage their emotions and interactions.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff monitor absences and encourage good attendance, working with parents to understand why regular participation is important for children learning and development.

p.2

Children's welfare and wellbeing Expected standard

Staff build warm, comforting relationships with all children. Staff talk to babies during care routines with gentle, attentive interactions, which helps them to feel safe and secure. In older children's rooms staff know children's interests well and use these in meaningful conversations helping them to feel valued. While most interactions are supportive, leaders do not always identify when staff could be more interactive, which impacts on children's confidence to fully participate in activities.

p.3

Children's welfare and wellbeing Expected standard

Staff complete thorough risk assessments to ensure children's safety. During extreme weather, outdoor areas are checked carefully to ensure there is enough shade and that children do not spend too long in the heat. Staff make sure children have sun cream applied, wear appropriate clothing and drink plenty of water, promoting safe outdoor play and healthy habits.

p.3

Children's welfare and wellbeing Expected standard

Mealtimes are social experiences where staff encourage children to talk and learn about their food, using conversation prompt cards to support discussion. Children are well supervised and staff have a secure understanding of younger children's weaning stages, ensuring food is prepared safely and appropriately.

p.3

Children's welfare and wellbeing Expected standard

Children's sleep routines are well managed. Sleeping arrangements are suitable and children are always supervised by staff. Staff have received training to ensure they understand how to keep children safe while they sleep, supporting children's comfort and wellbeing throughout the day.

p.3

Curriculum and teaching Expected standard

Staff plan activities that are closely matched to children's developmental needs, interests and the current 'inspiration word' for their room. This ensures learning is purposeful and meaningful. The curriculum is clearly sequenced across the setting, enabling all children to progressively build the skills they need for their next steps in learning. Leaders review the curriculum regularly and generally support staff to develop their teaching skills. Across all age groups, children demonstrate curiosity and enthusiasm to explore. However, all children are not consistently supported to follow their curiosity to extend their learning.

p.3

Curriculum and teaching Expected standard

Staff use play to introduce and extend key concepts. For example, when babies explore balls, staff talk to them about colour and size, helping them to make early connections. In the older children's rooms, children playing with water are encouraged to count how many scoops are needed to fill a container, supporting early reasoning skills.

p.3

Curriculum and teaching Expected standard

However, teaching is not always consistent. At times, staff lack a secure understanding of the intention of activities, which limits their ability to teach with precision and ensure all children benefit from the planned learning.

p.3

Curriculum and teaching Expected standard

Staff promote reading and a love of books. Babies listen intently as stories are shared, developing their early attention skills. In the older children's rooms, staff help children to use books as tools for finding out more. For example, when a child spots ants in the garden, they are supported to explore a nature book to learn about them, strengthen their curiosity and understanding that they can find out information from books.

p.3

Inclusion Expected standard

Staff build trusting relationships with children with special educational needs and/or disabilities (SEND). They know each child well and tailor support to meet their individual needs. This secure knowledge enables staff to provide targeted interventions that focus on children's next steps in learning, such as developing play skills, building relationships with other children and strengthening their ability to participate in group activities.

p.4

Inclusion Expected standard

Children's barriers to learning are recognised promptly and staff put purposeful strategies in place to support them. Approaches such as visual cues help children understand transitions and follow instructions. Staff support children with SEND and are intuitive to their needs.

p.4

Inclusion Expected standard

Leaders are knowledgeable and provide guidance to staff. They support staff to develop their skills and deepen their understanding of how to use the graduated approach effectively. This ensures staff are able to plan and deliver support that is well matched to children's developmental needs. When it is identified that staff need further training this is provided through meetings and short courses.

p.4

Inclusion Expected standard

Staff work closely with parents to ensure a consistent approach between home and the setting. Regular communication helps families feel involved and ensures that strategies used in the setting are reinforced at home, promoting continuity for children. As a result, children make steady progress from their starting points.

p.4

Leadership and governance Expected standard

Leaders have a clear understanding of what the setting does well and what needs further development. They have identified some inconsistencies in the implementation of the newly introduced curriculum; they are working to embed improvements to ensure all children make sustained and consistent progress, though these are not yet fully established. Senior leaders monitor the setting's development closely and put additional support in place when needed, ensuring that the settings progress continues at a steady pace.

p.4

Leadership and governance Expected standard

Staff receive regular supervision meetings where leaders provide feedback about practice and support staff to recognise areas of development for themselves. However, leaders do not always recognise and feedback when staff are not supporting children to further explore activities they are interested in. This impacts on children's confidence to engage in activities.

p.4

Leadership and governance Expected standard

Leaders ensure staff have access to ongoing training opportunities so they can strengthen their knowledge and understanding. However, leaders have not focused precisely enough on the professional learning staff need to enable them to provide children with more consistent experiences throughout the setting. Despite this, staff report they feel well supported by leaders. They feel they are approachable and that leaders help them to manage their workloads effectively.

p.4

Leadership and governance Expected standard

Leaders ensure that parents receive regular feedback about their child's development. They work effectively with other professionals, such as physiotherapists and early years advisers, to enhance staff practise and ensure all children including those with special educational needs and/or disabilities, or barriers to their learning make progress.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children experience warm and nurturing relationships with staff, helping them to feel safe, valued and confident. Children play in a well-structured environment, which supports their development in all areas of the curriculum. They enjoy building train tracks and exploring play dough, sand and water. Each room has access to their own outdoor area that includes carefully chosen resources tailored to the age of the children. Children enjoy spending large portions of their day outside; they have opportunities to be active as they climb, kick balls, and roll tyres.

p.5

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

Children are encouraged to learn about nature and the environment. They explore their eco garden looking for different kinds of insects and can identify a variety of plants that they have helped to grow such as sunflowers and herbs. Children enjoy these experiences and are eager to share their knowledge. For example, they enthusiastically talk about the small pond, discussing that the metal grate stops them from falling in and that they are growing a plant in the water.

p.6

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

Children feel secure because routines are predictable and children are supported to manage transitions through sensitive interactions. Children know what will happen next and staff use visual aids to support this understanding. Children enjoy healthy meals. They build their independence skills learning to serve themselves, pour their water into their cups and clean their faces after eating.

p.6

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

Staff know the children well and provide tailored support to help them to feel confident. Children enjoy the company of their peers. They play together cooperatively, enjoying role play and simple games that further support the development of social skills.

p.6

Next steps

Leaders should support staff to focus more precisely on the support children need to ensure they are able to fully participate in activities they show interest in. Leaders should develop the planning and monitoring of the curriculum to target children's learning needs more precisely to ensure all children make sustained and consistent progress. Leaders should strengthen support for staff to develop their professional learning so that children receive more consistent experiences throughout the setting.

p.6

About this inspection

The inspectors spoke with leaders, staff, the special educational needs and/or disabilities coordinator, designated safeguarding lead and parents during the inspection.

p.6

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.

p.6

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Childbase Partnership Limited

p.7

Address:

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

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.9