The Brent Pre School

The Brent Pre School

Unique reference number (URN): 2820962 Address: Brent Methodist Church, St. Vincents Road, Dartford, DA1 1XF Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 Registers: EYR, CCR Registered person: The Brent Pre School 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 Strong standard

Leaders have created an inclusive culture, where children's individual needs are recognised and supported. Children with a wide range of needs are included fully in the life of the setting and are valued as individuals. This includes children with special educational needs and/or disabilities (SEND), children known to children's social care and children experiencing disadvantage. Leaders value children's home languages and cultures. Staff use accessible communication approaches, including translated videos and captions, so families can understand and contribute to their children's learning.

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Inclusion Strong standard

Staff identify children's needs effectively through ongoing assessment, observations and close partnership with families. They regularly assess children's progress and review whether the support they provide is having an impact. Staff work closely with professionals, including specialist services, to understand children's needs and decide what further support may be needed. Staff make thoughtful changes to help children with SEND communicate, participate and become increasingly independent. For example, they use talking pads, visual routines and objects of reference to help children, who do not communicate verbally, express their needs and emotions. Children become increasingly confident communicators and participate successfully alongside their peers.

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Inclusion Strong standard

Leaders use additional funding effectively to reduce barriers for disadvantaged children. This includes providing additional sessions, experiences, such as visits to the library, and practical support for families. These carefully considered approaches help children, who face barriers to their learning and wellbeing, make particularly strong progress from their starting points.

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Achievement Expected standard

Children make progress from their individual starting points across the curriculum, developing the knowledge and skills that suitably prepare them for their next stage of learning. Children confidently enjoy books and songs, recognise shapes and numbers and use their physical skills during energetic play. They become increasingly independent, for example pouring their own drinks, serving food and managing aspects of their own care.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those who experience barriers to learning make particularly strong progress from their starting points. Children who previously found communication difficult increasingly express their needs and emotions using words, symbols and other forms of communication. They develop friendships, participate in routines and become increasingly confident and independent learners. However, because teaching does not consistently extend children's thinking, some children do not always have opportunities to deepen their knowledge and understanding.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy, confident and develop positive relationships with adults and each other. Staff model kindness and respect, and children are encouraged to share, take turns and cooperate during play. They use consistent routines and visual cues to help children, who need additional support, understand what is happening and what is expected of them. This helps children to participate successfully and become increasingly confident in familiar routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance effectively and work with families to understand barriers and encourage regular attendance. Children benefit from clear expectations around routines and independence, particularly during mealtimes and transitions. Staff understand the importance of helping children feel secure and ready to learn throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

However, expectations are not yet applied consistently in all situations. During tidy-up routines and outdoor play, some children become unsettled because adults do not always notice and respond consistently to emerging behaviours. Leaders recognise this and are working with staff to develop greater consistency so that children experience predictable routines and expectations across the setting.

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Children's welfare and wellbeing Expected standard

Children receive warm, responsive care from adults, who know them well. Secure relationships support children's confidence, emotional development and sense of belonging. Staff understand children's individual needs and provide appropriate support, including for children with special educational needs and/or disabilities and those who face barriers to learning.

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Children's welfare and wellbeing Expected standard

Children are supported to develop independence through daily routines and are encouraged to make choices and manage aspects of their own care. Staff promote healthy lifestyles through discussions about food, oral health and physical development. Staff follow appropriate food safety practices and provide families with information about safer eating and choking hazards. Children develop an understanding of how to keep themselves safe through everyday experiences and conversation.

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Children's welfare and wellbeing Expected standard

Children benefit from an environment where their emotions are recognised and supported. Staff use strategies such as visual resources and emotional support tools to help children communicate their feelings. Staff respond sensitively to children's emotional needs and help them develop confidence in managing their feelings.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and ensure families receive support when they face challenges. The setting works closely with families and other services to promote children's wellbeing and ensure children's individual circumstances are understood.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that reflects children's individual needs and the context of the setting. The curriculum prioritises children's personal, social and emotional development, communication and language, independence and readiness for future learning. Younger children are supported to develop secure relationships, communication skills and confidence through play. Older children develop the knowledge, skills and independence needed for their next steps, including starting school.

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Curriculum and teaching Expected standard

Staff know children well and use assessment information to adapt activities and support children's next steps. They provide opportunities for children to develop vocabulary, explore mathematical ideas and build confidence through songs, stories, conversations and practical experiences.

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Curriculum and teaching Expected standard

Teaching is warm and responsive. Staff support children's emotional security and encourage them to participate, communicate and explore. However, teaching is not yet consistently ambitious. Staff do not always recognise opportunities to extend children's thinking, deepen curiosity or build on what children already know. This means that some children are not consistently challenged to deepen their learning. Leaders accurately identify that staff need further development to strengthen interactions and ensure learning opportunities are maximised consistently across the setting.

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Leadership and governance Expected standard

Leaders have a clear understanding of the strengths and priorities within the setting. Leaders have reflected carefully on practice and sought appropriate support to strengthen their knowledge and decision-making. They have strengthened processes and developed staff knowledge of special educational needs and/or disabilities and inclusion. Leaders are committed to continuous improvement and use reflection to inform changes in practice.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing and recognise that supported staff are better able to support children. They provide opportunities for professional development, protect staff workload and encourage reflection. Staff feel valued and supported. Leaders have created a positive culture, where staff are encouraged to share their ideas and develop their practice.

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Leadership and governance Expected standard

Leaders work effectively with families and other services to improve outcomes for children. They use feedback, monitoring and professional dialogue to identify areas for development. They understand the importance of working collaboratively to strengthen provision and improve children's experiences.

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Leadership and governance Expected standard

Leaders accurately identify that teaching consistency remains an area for improvement and are taking appropriate action to strengthen staff interactions and the implementation of routines.

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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 are welcomed into a caring and inclusive environment, where they are known as individuals. Staff build warm relationships with children and their families, creating a strong sense of belonging. Children arrive happily, confidently separate from their parents and quickly engage in play. Families value the regular communication and the support they receive.

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

Children benefit from a culturally diverse environment, where their backgrounds, languages and experiences are valued. Leaders and staff take effective action to ensure all children can participate fully. Children develop confidence, independence and positive relationships with others.

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

Children enjoy a broad range of experiences, including physical play, songs, stories, creative activities and opportunities to explore their interests. They are supported to develop independence through everyday routines, such as preparing their own snacks and managing aspects of their own care. Children show pride in what they achieve and enjoy sharing their ideas and creations with adults.

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

Staff know children well and understand their individual starting points. Children develop confidence, independence and key skills from these starting points, including those with barriers to learning. However, staff do not yet consistently extend children's thinking or build on what they already know and can do.

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Address:

Brent Methodist Church St. Vincents Road Dartford DA1 1XF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Brent Pre School Ltd Children are safe and cared for well. Leaders promote positive attendance and work closely with families to reduce barriers that may affect children's experiences. Children benefit from a setting, where they are valued, respected and supported to thrive.

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Next steps

Leaders should strengthen teaching so staff consistently extend children's thinking and curiosity, building on what children know and providing appropriate challenge during play and routines. Leaders should embed consistent routines and behaviour expectations, particularly outdoors and during tidy-up times, so all children understand what is expected and remain settled and engaged.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Register(s): EYR, CCR

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About this inspection

Operating hours: Monday,Tuesday : 08:00 - 13:00,Wednesday,Friday : 08:00 - 15:45,Thursday : 07:45 - 15:00

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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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