Fox Den Nursery

Fox Den Nursery

Unique reference number (URN): 2835898 Address: Old School House, Goudhurst Road, Marden, Tonbridge, TN12 9JX Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/2025 Registers: EYR Registered person: Fox Den 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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Achievement Expected standard

Children and babies make positive progress from their starting points. For example, children who found it difficult to try new foods when they started are now confident to eat a range of nutritious and balanced meals alongside their friends. Children who struggled to manage their own feelings and behaviour at first, now enjoy quiet time in cosy spaces. This supports their emotional wellbeing and helps them to learn to regulate their feelings successfully. This helps children to develop their self-confidence and has enabled them to make positive relationships.

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Achievement Expected standard

Children who face disadvantage and barriers to their learning and development are typically provided with activities and experiences that help them to develop important skills for the future. For example, older children learn about different cultures, celebrating festivals and learning about the world around them. Babies go on walks in the local area to support their understanding of their community. This helps children to learn about others and different people successfully. All children generally achieve well from their starting points and are ready for their next stage.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children. They want them to do well and be the best they can be. As such, staff are positive role models, teaching children to be kind friends and to value and respect each other. Older children typically demonstrate their understanding of the routines of the setting by helping staff at lunchtime by being 'special helpers'. This generally encourages children's self-esteem and confidence. Babies receive encouragement to play together, sharing toys and developing friendships and bonds.

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Behaviour, attitudes and establishing routines Expected standard

Staff create nurturing and motivating environments where children enjoy exploring and learning new skills. For example, older children play collaboratively together outside, exploring objects in the sand and playing well. Other children wait their turn before using the bubble wands, demonstrating a secure understanding of rules of the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff build very positive partnerships with parents and carers. They work closely together to support attendance and punctuality. Leaders offer flexible sessions to support working parents and for children who face disadvantage and barriers to their learning. This enables children to attend regularly, fostering positive habits for the future. As such, children look forward to attending, and spending time with their friends and favourite staff.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing. They work together with staff to create welcoming and calm environments where children and babies can play and explore together with kind and friendly staff. However, at times, there is some inconsistency amongst staff in promoting children's independence. At times, staff pour children's drinks and write their names for them. This limits the opportunities children have to embed these developing skills further. Although leaders recognise this and have plans to support consistency of practice, they are not yet fully embedded.

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Children's welfare and wellbeing Expected standard

Staff support children's physical and emotional health effectively. For example, they offer children healthy and nutritious meals and snacks, supporting their understanding of a balanced diet. This helps older children to learn about healthy eating and to keep themselves healthy and safe. Staff work closely with parents and carers to support babies' individual feeding, weaning and sleeping routines. This helps children to feel settled and secure. As such, all children develop positive relationships and close attachments from the start.

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Children's welfare and wellbeing Expected standard

Staff work closely with families, seeking their views and feedback. For example, leaders have created 'wow' books as a keep sake for families to remember their children's time at the setting. Parents contribute with photos and information. This supports children to learn about their friends' families and supports their understanding of diversity and inclusion successfully.

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Curriculum and teaching Expected standard

Leaders have a very accurate oversight and understanding of the quality of teaching and learning. They have recently made significant changes to the curriculum to ensure it is designed to meet the needs of all children, particularly those who face disadvantage and barriers to their learning. For example, leaders have plans in place to support staff further to ensure they fully understand the curriculum and are confident in its delivery and implementation, supporting consistent quality moving forward.

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Curriculum and teaching Expected standard

Staff make sure there is a sharp focus on encouraging children's speech, language and communication skills. Children who did not speak with they started are now confident to communicate. Staff are positive role models, helping children to develop literacy skills by using sign language to help them understand. Babies receive encouragement to join in with rhymes, developing their listening skills well. Staff ensure they help children to develop their physical skills effectively. For example, older children learn to manage large tools outside, supporting their coordination and movement skills. Staff encourage babies to crawl and climb, developing their balance successfully. Children benefit from an environment enriched to support their mathematical understanding. For example, staff teach older children about money when they pretend to buy ice creams outside. Babies enjoy learning about different colours when exploring sensory toys with staff.

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Curriculum and teaching Expected standard

Staff use assessment information to identify the progress children make. This enables them to adapt teaching to ensure children meet their individual milestones, in readiness for starting school. Effective transition approaches help children to move on to their next stage effectively. For example, key staff move up into new rooms with their key children to help them feel secure and safe. This successfully supports children's personal, social and emotional development.

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Inclusion Expected standard

Leaders and staff know their children and families well. They ensure they gather detailed information about babies and children before they start so that all staff understand children's individual needs effectively. Where needed, leaders encourage staff to access additional training and qualifications to support all children to settle in. Leaders and staff have very positive relationships with parents and carers, for example, by seeking their views on how to enhance information-sharing. However, they recognise they can further partnerships with other professionals to support continuity of care. Although they have positive plans to do this, this is yet to be fully embedded.

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Inclusion Expected standard

Leaders and staff have high expectations for all children. They use tracking and assessment information effectively to identify what children need support with next. As such, staff provide all children, and particularly for those who face disadvantage and barriers to their learning and development, with a wide range of activities and resources to support their knowledge and skills across all areas of the curriculum. For example, older children sustain high levels of interest and motivation when learning to use pens to make marks. Babies learn to take turns and share when exploring coloured balls with staff. These experiences help children to develop the necessary skills for their next learning stage successfully.

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Leadership and governance Expected standard

Leaders are proactive and passionate about supporting local families. They accurately identify the setting's strengths and where they continue to focus their support in light of significant staff changes and challenges. Leaders recognise that they have further work to do to support new staff's confidence in understanding their roles and responsibilities to ensure all children benefit from a well-trained workforce. Leaders are ambitious for all children, particularly those facing disadvantage and barriers to their development and learning. They are focused on ensuring they provide high-quality care and education for all children and families.

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Leadership and governance Expected standard

Leaders support staff well. They are committed to ensuring staff feel included and valued. Staff receive regular supervision sessions to ensure their workloads are manageable. They receive encouragement to gain additional qualifications to support their own knowledge and skills. Staff appreciate the focus on their wellbeing. Leaders have developed positive partnerships in the local area to support children's wider experiences and have plans to further enhance this. For example, staff take children regularly to the local library to support a love of books. Children join in when taking donations to a nearby care home to support older people, developing their understanding of helping others successfully. Parents and carers appreciate the commitment all staff show towards their children. They report that leaders put children at the heart of all they do, helping their children to thrive.

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

Children and their families arrive warmly welcomed by kind and nurturing staff who know them well. Babies smile and look for favourite staff, demonstrating that they feel safe and secure. Older children excitedly run to find their friends to join in their play. As such, all children develop positive attachments, supporting their emotional wellbeing successfully. Children benefit from calm and cosy environments with spaces to rest and relax. Children who needed significant support to settle when they started now manage their own feelings and behaviour effectively. Staff prioritise making sure that children facing disadvantage and barriers to their learning are included and valued. For example, they provide families with a range of tailored settling-in sessions to help them feel comfortable and cared for and to support regular attendance.

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

Children receive a range of experiences to learn about their local community and the world around them. For example, older children look forward to their regular walks around the village, helping them develop an appreciation of their surroundings and learning about others. Staff prioritise children's early communication and mathematical skills well. For example, children enjoy pretending to sell ice creams to staff, talking about flavours and how much they are. Babies delight in exploring books with staff, cuddling up for a shared story. Staff encourage them to turn the pages supporting their interests successfully.

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

All children benefit from opportunities to develop their physical, personal and social skills. For example, older children learn to ride bicycles outside with staff who continually praise them, supporting their self-esteem well. Babies receive support to learn about themselves. They spend time engrossed when exploring their reflections in a mirror alongside staff who gently encourage them. These activities support children's self-confidence and perseverance successfully. As such, all children make positive progress from their starting points.

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Next steps

Leaders should further enhance their information-sharing processes to support continuity of care for children and partnership working. Leaders should further embed opportunities for children to consistently develop their independence skills through daily routines. Leaders should further support staffs' confidence in understanding their roles and responsibilities to ensure all children benefit from a well-trained workforce enabling them to make more consistent progress.

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About this inspection

The inspector spoke with leaders, managers, practitioners and the special educational needs coordinator during the inspection.

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Address:

Old School House Goudhurst Road, Marden Tonbridge TN12 9JX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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0 to 4

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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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

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 .

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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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