Enchanted Wood Preschool Ltd- Little Nest

Enchanted Wood Preschool Ltd- Little Nest

Unique reference number (URN): 2782839 Address: 4-5 Wellington Parade, Blackfen Road, Sidcup, DA15 9NB Type: Childcare on non-domestic premises Registered with Ofsted: 12/04/2024 Registers: EYR, CCR 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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Inclusion Exceptional

Leaders consistently make a demonstrable difference to children with special educational needs and/or disabilities. They use highly engaging strategies to ensure that children's needs are continually met. Leaders and staff engage superbly with professionals. Leaders offer support for other settings children attend, helping staff to enhance their environments and writing support plans to focus on the child's individual needs. This ongoing partnership ensures that the barriers children face are identified and addressed swiftly. For example, leaders meet with staff who have completed specialist training and parents to implement strategies that encourage children to develop communication, so children make independent choices and access learning.

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Inclusion Exceptional

Leaders work closely with professionals from the local authority to support children and families. Staff complete training to enable them to support children's individual needs brilliantly, for example, supporting children who struggle to recognise the feelings of hunger through food-inspired sensory trays. They visit parents and offer support. This ensures that everyone uses a consistent approach to strategies that support children's individual needs, so children flourish from their starting points. For example, professionals from the local authority introduce transition cloths to help children feel calm during times of transition. Staff take the coloured cloth, say the name of the place and lead children to that place, so children associate each cloth with a particular place. This supports children to regulate their emotions and know what to expect before transitions.

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Inclusion Exceptional

Staff who have completed specialist training attend weekly to support the speech and language needs for children in the deferred unit. They model effective practice for staff and support the implementation of strategies and one-to-one interventions. Leaders support practitioners from across the local authority to develop their own practice and support children at their settings. The excellent practice and support children receive are disseminated to other settings, giving children the best start to their learning.

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Achievement Strong standard

Children at this specialist provision for children with special educational needs and/or disabilities consistently achieve well from their starting points. All children receive support that helps them to make progress and reach their individual milestones. Children consistently learn to make independent choices, be confident, express themselves and be well prepared for their next stage of learning. They express their wants and needs. For example, children point to words and pictures on communication boards and/or press communication buttons with the words 'drink', 'more', 'snack' and 'bathroom'. This supports children's language development and independence and prepares children for their next stage of learning. Children sing songs, clap and stamp their feet in response to instructions. They strengthen large muscles as they jump on the trampoline and develop small hand muscles as they stack coloured cubes and engage effectively in posting activities. Children catch and scoop

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Achievement Strong standard

shaving foam in their hands and use their senses to explore. Children count bugs in the sensory tray, as they eat and scoop cereal. They make shapes with their fingers in foam and they feel happy.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff embed high expectations for rules and routines across this specialist provision for children with special educational needs and/or disabilities. Staff consistently support children with to share, take turns and treat others with kindness. Children who like their own space, learn to tolerate others around them. For example, during 'baby ballet' children want the same hand puppet. Staff talk to children and support them to take turns. All staff model high expectations. They use words and sign language to teach children about good manners. For example, staff encourage children to say and sign 'please, thank you and more please'. They consistently use praise to reinforce children's positive behaviour and learning. Leaders and staff embed rules, routines and boundaries to support children's learning. Children know what to expect. For example, staff use transition cloths to support children to transition effectively from one room to another. Each coloured cloth represents a

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Behaviour, attitudes and establishing routines Strong standard

room. Staff take the cloth, say the room or place and lead children, so children transition calmly, knowing what to expect when they arrive. Leaders create a harmonious setting where rules and routines for behaviour and positive attitudes to learning are embedded.

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Behaviour, attitudes and establishing routines Strong standard

Leaders prioritise children's attendance and punctuality with parents, so children attend regularly and arrive in time for circle time.

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Children's welfare and wellbeing Strong standard

Staff embed policies and practices that support the mental, emotional and physical health for children at this specialist provision for children with special educational needs and/or disabilities. Staff sit with and support children at mealtimes to ensure that children eat safely. Routines for care and hygiene are consistently embedded across the setting to support children's individual needs. For example, staff play the 'wash your hands' song to encourage children to wash their hands. Leaders and staff support children to develop healthy lifestyles. They embed routines that support children's physical skills, for example, soft play, sensory circuit, baby ballet and outdoor play. Staff encourage children to drink water throughout the day.

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Children's welfare and wellbeing Strong standard

Staff use highly effective strategies to support children to communicate their needs to ensure that all children feel happy and enjoy learning. They prioritise children's personal needs and safety and support children to regulate their emotions. For example, they talk to children about different emotions, encourage them to express emotions as they look in the mirror and offer support, such as stroking their backs when they become upset, so children feel calm. Leaders consistently prioritise children's welfare. They ensure that all staff know and implement policies and procedures that support children's welfare and wellbeing. Staff know children and families well and support their changing needs. All routines are deeply embedded, so children consistently develop healthy lifestyles.

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Curriculum and teaching Strong standard

Leaders consistently embed high quality teaching and interactions across the specialist provision for children with special educational needs and/or disabilities to support children to achieve. Leaders create a culture where highly effective teaching and engaging interactions with children are embedded. They focus teaching on children's individual stage of development. Staff effectively use strategies such as transition cloths and/or singing for transitions that prepare and engage children, so they are always ready to access learning.

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Curriculum and teaching Strong standard

Staff know what children already know and can do. They effectively use children's individual next steps to plan impactful learning opportunities that supports children's individual needs, so children consistently flourish. Staff know children well and plan activities together that support children to develop very well in their language, physical development, and personal and social emotional development. For example, staff use lunchtimes to focus on developing children's communication and language targets. They support and encourage children to make choices and communicate their needs using communication boards. Staff use targeted language to meet the individual needs of children alongside other communication methods, to support children's development and understanding. For example, staff use communication boards and communication buttons to encourage children to make choices, so children develop independence. This supports all children to make

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Curriculum and teaching Strong standard

continued progress from their individual starting points.

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Curriculum and teaching Strong standard

In ballet, staff effectively encourage children to run like their chosen animal, march on coloured spots and wave to strengthen large muscles. Staff support all children to engage. They consistently adapt teaching to meet the changing needs of children. Staff point to pictures as children sing, to reinforce days of the week. Children sit in a semi-circle facing staff. Staff always support children who need reassurance. They encourage children to join in with songs and actions. Staff support older children to count and recognise numbers. They put numbered leaves in the tuff tray along with toy insects, cereals, raisins and sweetcorn, this encourages children to engage and supports children's sensory needs. Children eat, pour and scoop foods in the tuff trays, developing small hand muscles. All staff get down to children's eye level when they talk to them, so children feel secure and develop a trusting relationship.

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Leadership and governance Strong standard

Leaders consistently have high expectations for children's learning outcomes and experiences at this specialist provision for children with special educational needs and/or disabilities. They form positive partnerships with professionals that support staff, children and parents, so children continuously make progress from their starting points. Parent partnerships are extremely positive and communication is highly effective. All parents share milestones children achieve since attending the nursery. Leaders support other nurseries with inclusion, so children consistently access personalised learning. They are highly impactful in meeting needs of children and their families. Leaders strengthen partnerships with mainstream schools. For example, they recently supported a school to set up a sensory room.

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Leadership and governance Strong standard

Leaders develop an indoor-outdoor space with a new sensory room. They hire out the nursery at weekends to the community. Leaders use funding effectively to pay for specialist professionals and staff, so children consistently access learning that meets their individual needs.

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Leadership and governance Strong standard

Leaders support all staff to maintain a healthy wellbeing, so the nursery consistently meets the needs of children and their families. They value staff and prioritise staff wellbeing, so staff enjoy working at this nursery. Leaders embed high expectations for continuous learning. Leaders have developed a highly impactful training academy, so staff can complete specialist childcare qualifications. They adopt a highly inclusive approach across the nursery. New staff have an effective induction where they buddy up, so they settle and advance skills quickly. Those that are responsible for the governance of the nursery visits each week, to ensure consistency in practice. Leaders develop staff into team leaders. They encourage staff to do children's annual review meetings, so staff consistently develop. This supports Leaders to focus on upskilling staff to embed interventions with children throughout the day.

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

Children enter the secure, well-equipped outdoor space at this early years provision for children with special educational needs and/or disabilities with their parents. They are warmly greeted by staff who know children and their families exceptionally well. Staff encourage children to enter calmly using strategies that support individual children. Children remove coats and shoes and go with staff to join their friends. Children have calm transitions and know what to expect. Their routines are consistent and embedded, so children are happy, calm and enjoy learning. They form positive bonds and attachments with staff, who consistently support children's needs. Children learn to communicate their needs in ways that suit them. For example, they use communication boards and communication buttons to independently make choices and tell staff what they want. Children use sign language to communicate with staff. Children engage in enrichment activities across the curriculum, that

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

support them to flourish. For example, baby ballet, football and sing and sign. They receive additional support from professionals who know children and families well, so support is effectively targeted to meet children's individual needs. All children receive personalised learning experiences that celebrate their unique qualities. This consistently supports children to make progress from their starting points, staff support children to narrow the gaps in their learning and are very well prepared for their next stage of learning.

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

Outside, children engage in a range of activities that support their individual needs, such as looking at books in the wooden teepee, to develop communication and language skills. They use their sense of smell, touch and/ or taste to explore what is hidden in sensory trays. For example, numbers to support number recognition. Staff interactions are excellent, children focus and anticipate what is happening next as they predict different parts of the songs through visual and sensory cues . All children achieve excellently from their different starting points. Children develop positive attitudes to learning. They follow rules and consistently behave well.

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

Leaders promote the importance of attendance and punctuality with parents. Parents arrive promptly with children, so children join in with daily circle time and settle quickly into routines.

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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 SEND, those who are known or previously known to children's social care, and those who may face other barriers to their learning and/or well-being.

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About this inspection

The inspector spoke with leaders, staff, speech and language therapist, children and parents during the inspection.

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Address:

4-5 Wellington Parade, Blackfen Road Sidcup DA15 9NB

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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 : 08:00 - 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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Children numbers

The inspection started on 22 April 2026. It was paused in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. Inspectors returned on 1 July 2026 to complete the inspection.

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Children numbers

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

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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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