Little Rascals Pre-Prep

Little Rascals Pre-Prep
Unique reference number (URN): EY558229
Address: 4 Clanricarde Gardens, TUNBRIDGE WELLS, Kent, TN1 1PE
Type: Childcare on non-domestic premises
Registered with Ofsted: 21/05/2018
Registers: EYR
Registered person: Bright Stars Nursery Group Limited
Inspection report: 19 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
Achievement Expected standard
All children, including those with special educational needs and/or disabilities, are making
progress from their starting points. When children are engaged in their play or are exploring
their interests, they show a 'can-do' attitude to learning. For example, pre-school children
use trial and error to make their own play dough. They thoughtfully evaluate the ingredients
and critically reflect on what to add next. Staff are on hand to support, but they are skilled
and know when to let children explore and learn from their mistakes.
Children show growing independence and a desire to do things on their own, for example
washing their hands ready for mealtimes, pouring their own drinks and knowing where
resources are to extend their play.
Children are well prepared for their next stage of learning and their eventual transition to
school.
Behaviour, attitudes and establishing routines Expected standard
Staff model kindness, respect and cooperation, and children learn to share, take turns and
work together. Staff support children to manage their behaviour in ways that are appropriate
to their age and stage of development using calm reminders and explanations. Staff
throughout the setting maintain a consistent approach and are attuned to the unique needs
of each child, adapting their approach as necessary. For example, staff use effective
strategies to support children with special educational needs and/or disabilities to
communicate their needs and wants.
Children demonstrate positive attitudes to learning, with periods of engagement at activities
that meet their needs. Staff know children well and provide them with an environment to
support their play and learning, including knowing when children need periods of physical
play followed by calming group activities.
Generally, routines across the setting are effective. However, leaders have identified that
improvement is required during transition times to ensure that children remain engaged in
their play. They have plans in place to support staff in ensuring that this is embedded in
practice.
Children show maturity as they transition around the setting. For example, pre-school
children are required to navigate stairs from the first floor in order to get to the garden. They
demonstrate that they listen to instructions from staff to ensure their safety and wellbeing.
Curriculum and teaching Expected standard
Leaders have designed a broad curriculum that supports children's learning across all the
areas of the early years foundation stage. They understand the nursery's strengths and
devise action plans where they identify improvement is needed, such as children's

engagement during transition times. Children with special educational needs and/or
disabilities (SEND), as well as those who face other barriers to learning, experience high-
quality support. For example, staff adapt support so children with SEND can consistently
engage in planned learning alongside their peers. Children show enjoyment in what they do.
Staff know the interests of children and use this to engage children in play and conversation.
Staff support children's communication and language skills effectively. They engage in back-
and-forth conversations with the children, introducing new vocabulary during playtime.
Reading, stories and books are integral to the daily routine. Children show their passion for
books as they cosy up with staff to enjoy their favourite stories, delve into books about
topics such as dinosaurs and participate actively in large-group sessions where stories are
shared. This approach helps children to develop into confident communicators.
Typically, staff support children to build the skills they need for their next stage.
Independence is integrated into everyday routines. For example, pre-school children
understand their responsibilities at snack time and carry these out with ease. They set the
tables, pour their drinks and clear away their plates.
Mathematics is well embedded within the curriculum. Throughout their play, children learn
about numbers, shapes, space and measure. For example, children show delight at using
various-sized containers to scoop and pour water, learning about quantity. Staff support by
asking children relevant questions, such as 'How many sides does this square have?', then
touching each side to demonstrate counting.
Inclusion Expected standard
Leaders and staff have created a welcoming and caring environment where all children,
including those with special educational needs and/or disabilities or those who face barriers
to their learning, thrive and make positive progress from their starting points.
Staff demonstrate that they know the children well and are effective at recognising when
children may benefit from additional support. Across the setting, leaders and staff work
collaboratively with parents and other agencies to ensure that children are provided with the
support they need to progress. For example, leaders have diligently worked with parents to
ensure that plans are in place to support children who are transitioning to school to ensure
that their needs can be met.
Staff consistently implement strategies effectively, for example, to calm children when their
behaviour becomes deregulated to support their next steps in development. Leaders
understand how to use additional funding to prioritise children's areas of need. They are
keen to support staff with specific training to help children make progress.
Leadership and governance Expected standard
The leadership at the setting has recently changed, and this has been effectively
communicated to both staff and parents. Currently, the interim leader possesses effective
oversight of the setting and has a clear grasp of its strengths as well as the areas needing
additional support. Leaders are proactive, eager to make improvements and committed to

Needs attention
ensuring that children receive a high-quality education. They are open to feedback and
demonstrate the necessary skills to implement change.
Leaders have a secure knowledge of the children and their families who attend the setting.
They have clear ambition and have created a curriculum to prepare children for future
learning and their transition to school. Leaders value the voice of parents, who are
welcomed daily into the children's rooms to settle their children before leaving, also
providing valuable time to share information. Parents of children with special educational
needs and/or disabilities are also provided with additional meetings to discuss plans and
next steps alongside other agencies.
Safer recruitment procedures are well embedded. Staff receive a thorough induction and
regular opportunities to discuss things with leaders, such as ongoing training and
development. Staff report that they feel well supported and happy in their roles with a
manageable workload.
Children's welfare and wellbeing Needs attention
Leaders have not ensured that all staff understand their duty to adequately supervise
children while eating. For example, during snack time in the pre-school room, staff did not
ensure that they were prepared and ready, which resulted in children eating without a
member of staff present. Furthermore, at times during the snack routine, staff would leave
the table to see to other tasks and leave children unattended while eating. This is a breach
of requirements and does not ensure that children are adequately supervised to mitigate the
risk of choking.
Leaders recognise how crucial it is for children to stay physically active. They offer regular
opportunities for children to crawl, climb and balance, both indoors and outdoors. Children
love spending time outside, regardless of the weather. Appropriate clothing and equipment
are supplied to help children embrace different environments.
Staff create a welcoming environment where children enjoy playing and socialising with their
friends. Children develop secure relationships with staff and demonstrate they feel safe at
the setting. For example, children seek out their key person to play games with them, and
they engage in back-and-forth conversations. Staff support children to express their
emotions, and staff are happy to provide cuddles when children feel sad. Additionally,
children are conscious of their peers and the areas where they might require assistance.
This reinforces the inclusive approach across the setting and helps children to learn about
others in their community.

What it's like to be a child at this setting
There is a weakness in consistency across the setting to ensure that all children are suitably
and adequately supervised while eating. This is a breach of the early years foundation stage
safer eating requirements and has an overall impact on children's welfare and wellbeing.
However, leaders have demonstrated they are competent and capable to quickly rectify this
issue to ensure that children remain safe while eating.
Despite this breach, children demonstrate that they are happy and enjoy their time at the
setting. Effective settling visits and processes for children who attend the sister setting
ensure that children are prepared for their move. New children to the setting have equally
supportive transitions, where home visits are conducted so children feel confident when
parting from their parents. Children have formed secure bonds with staff and developed
meaningful relationships with each other, showing a sense of care and compassion for those
with special educational needs and/or disabilities or barriers to their learning. The setting
demonstrates inclusive practice, where all children are making progress from their starting
points.
Across the setting, children typically benefit from well-planned learning experiences. In the
younger rooms, children engage in meaningful role-play learning to share and take turns
using equipment and resources of interest. In the pre-school room, children show
confidence in their environment, demonstrating increasing independence and a 'can-do'
attitude to learning. Children of all ages have developed a love of reading and books and
are often found taking favourite stories to staff to sit and read with them.
Children thrive in the outdoor area, where they fully immerse themselves in play and
exploration, regardless of the weather. They explore their physical skills as they crawl
through tunnels, initiate games with their friends and eagerly tend to the allotment, where
they learn about how things grow.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following action by the assigned date:
Action Completion Date
ensure that children are always adequately supervised
while eating.
03/06/2026

Inspector:
Kelly Southern
About this setting
Unique reference number (URN): EY558229
Address:
4 Clanricarde Gardens
TUNBRIDGE WELLS
Kent
TN1 1PE
Type: Childcare on non-domestic premises
Registration date: 21/05/2018
Registered person: Bright Stars Nursery Group Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Kent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 May 2026
Children numbers
About this inspection
The inspector spoke with leaders, practitioners, parents and children during the 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.

Age range of children at the time of inspection
2 to 4
Total number of places
64
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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.
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.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright