Bright Stars Kids Daycare Ltd — Ofsted Nursery Tracker

Grades by area

Achievement

Expected standard

Children achieve well from their starting points and develop the knowledge and skills needed for their next stage of learning. Older children demonstrate an understanding of the purpose of print and begin to give meaning to the marks they make. For example, they independently create shopping lists in the role-play area, recognise familiar letters and begin to practise letter formation. Generally, younger children develop their physical skills well. They confidently use the outdoor environment to climb, jump and ride wheeled toys. As a result, they strengthen their large-muscle groups and develop the coordination and balance needed for future physical development. Children show positive attitudes to learning and sustain their engagement in play. They confidently lead and extend their own ideas alongside their peers. For example, children work collaboratively to hide minibeasts and share their observations, commenting that the water is 'sparkly'. These experiences support children's communication skills and ability to work cooperatively with others. Children develop the foundational knowledge and skills across the areas of learning that prepare them well for future learning and the next stage in their education.

Behaviour, attitudes and establishing routines

Expected standard

Leaders work closely with parents and carers and other professionals to promote children's attendance. This helps to establish positive routines that support children's welfare and future learning. Leaders place an emphasis on helping children to develop the habits and behaviours needed to engage successfully in their learning. Staff have high expectations for children's behaviour and apply these consistently. They use explicit teaching to help children understand routines and expectations, including the setting's 'golden rules'. For example, when younger children leave books on the floor, staff calmly remind them of their expectations. They encourage children to return the books independently. As a result, children learn to take responsibility for their environment. Typically, staff support children effectively to develop positive relationships with others. During small-group activities, most staff encourage children to include their peers in play, take turns and listen to one another. Praise is used purposefully to reinforce positive behaviour and attitudes, such as recognising children who wait patiently for their turn. Staff are positive role models. They consistently model respectful language, including saying 'please' and 'thank you'. Children play cooperatively and demonstrate positive attitudes to learning. For example, children build on their knowledge of transport by working together to create roads in the sand. Staff extend children's thinking through discussion, helping them to remain engaged and motivated in their learning.

Children's welfare and wellbeing

Expected standard

Staff support children's welfare and wellbeing effectively. They encourage children to develop independence through daily routines. This includes managing their personal hygiene and serving themselves at snack times. Babies and younger children receive support to feed themselves and use cutlery from an early age. This helps them to develop confidence and self-care skills. Children benefit from regular opportunities to be physically active and enjoy fresh air. Staff promote healthy lifestyles through outdoor play, movement activities and nutritious meals. Children make choices about their play and engage positively with staff, who know them well. For example, during dance and movement activities, children eagerly join in, laugh with their friends and confidently demonstrate their own dance movements. These experiences support children's self-expression and emotional wellbeing. Staff help children to recognise and understand their feelings through everyday interactions. They use a broad range of emotional vocabulary and encourage children to talk about how they are feeling. Key persons and familiar adults listen carefully to children and respond sensitively. This helps children to develop a secure sense of emotional wellbeing. Some staff support babies' feeding routines appropriately and work with parents and carers to meet children's individual care needs. However, during mealtimes, some staff do not consistently support children to pace themselves when self-feeding or consistently recognise when they are putting too much food into their mouth. This does not consistently teach children positive eating habits, although staff do supervise children carefully and follow individual feeding routines to ensure that children's safety and wellbeing remain secure.

Curriculum and teaching

Expected standard

Leaders have designed an ambitious curriculum that clearly identifies the knowledge and skills children need to learn across the areas of learning. Staff understand the curriculum well and implement it consistently. They ensure that learning builds on what children already know and can do. Staff prioritise children's communication and language throughout the setting. They plan topics effectively to introduce and reinforce new vocabulary. For example, when learning about transport, children confidently use words such as 'bicycle', 'boat' and 'bus'. They make connections between their learning and the world around them. Staff embed British Sign Language and Makaton in their practice. This supports communication for babies, children with special educational needs and/or disabilities and those who speak English as an additional language. Staff promote children's enjoyment of stories, rhymes and songs. They use familiar rhymes purposefully to develop children's communication skills, listening and attention, and emerging early literacy skills. As children's communication develops, they form positive relationships and secure friendships with their peers. Staff have a secure understanding of child development and sequence children's learning appropriately. Younger children develop their fine motor skills through activities, such as using nuts and bolts. This helps to strengthen their small-muscle development. The learning environment typically supports children to revisit and apply previously learned mathematical concepts. Older children play dominoes in small groups. Most staff naturally incorporate mathematical language into daily interactions. For example, they discuss concepts such as size through references to 'big' and 'small' wheels. Staff complement this with direct teaching through books, including 'Ten Little Dinosaurs', which children engage with well and which reflect their age and stage of development.

Inclusion

Expected standard

Leaders have established an inclusive culture across the setting. Staff form secure relationships with children and know them well. They identify children's individual needs and make appropriate adaptations to support their learning and wellbeing. Leaders ensure that children with special educational needs and/or disabilities (SEND) are identified promptly and receive appropriate support. Staff use the assess, plan, do and review cycle effectively. They have a secure understanding of children's individual plans and targets. Staff respond to children's emerging and changing needs in a timely manner. This helps to ensure that support remains relevant and effective. Leaders provide targeted training to develop staff's knowledge and skills in meeting children's individual needs. Staff work closely with external professionals, such as a speech and language therapist and sensory services. Staff implement recommended strategies through targeted interventions. Parents and carers are well informed about the support available and work in partnership with staff to promote positive outcomes for their children. Leaders have a secure understanding of the needs of children receiving additional support. They make considered decisions about the use of additional funding. Funding has been used to provide additional resources and staff training, including British Sign Language training, to strengthen children's communication skills and support children with SEND. Not all staff have a clear understanding of how funding decisions are made or how the impact of spending is evaluated. As a result, not all staff contribute fully to evaluating which approaches have the greatest impact on children's progress and wellbeing. Leaders value and promote children's home languages. Staff learn key words and phrases that help children who speak English as an additional language to communicate their needs, build understanding and feel included in the setting. Leaders know which children and families are known to children's social care services. They work effectively with other professionals to provide appropriate support and reduce barriers to children's learning and wellbeing.

Leadership and governance

Expected standard

Leaders have established positive partnerships that support children and their families effectively. They work closely with the local school to help children prepare for the next stage of their learning. School leaders speak positively about children's readiness for transition and the support provided by staff. Leaders understand the needs of the local community. They provide care and education that meet the needs of children and their families. Leaders identify opportunities to support families beyond the curriculum. For example, they provide lending libraries and communication resources, including 'small talk' packs for younger children, to help parents and carers to continue children's learning at home. Leaders support staff wellbeing effectively. Staff report that they feel valued and well supported through induction, supervision sessions and ongoing professional development. Training and support help staff to understand the importance of their role as key persons. It also helps staff to develop the knowledge and skills needed to support children's learning, development and wellbeing. Arrangements for sharing and using information from external professionals, including health visitors, are not yet fully consistent. Consequently, information from the progress check when children are aged between 2 and 3 years is not always shared with key persons or used to inform future planning for children's learning and development. However, leaders monitor children's progress effectively, including through the completion of the progress check for children aged between 2 and 3 years. They share this information with parents, helping them to understand and support their children's development.

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

Children arrive happily at this welcoming setting and separate from their parents and carers with confidence. Staff gather information from parents to understand children's individual needs and interests. This helps children to feel safe, valued and secure. Children settle quickly and benefit from a calm transition into the day. Those children who need additional time are able to access a quiet space before joining activities. Children develop a deep sense of belonging. They see their work displayed throughout the setting and learn about the cultures, traditions and celebrations represented in their community. Parents value the opportunities children have to learn about different countries and celebrations. As a result, children develop respect for others and an understanding of the diverse world around them. Children enjoy their learning and confidently share their ideas. During group discussions, they talk about events that are important to them, celebrate personal achievements and discuss topics such as the weather. Children listen carefully to others and contribute their own thoughts. For example, they explain when they might need an umbrella and describe the umbrellas they use at home. Children enjoy singing the nursery song 'I am a bright star full of potential' during circle time. They explain this means 'We can do anything'. Children form warm relationships with staff and their peers. They are kind and welcoming when others join their play. Children work together to develop their ideas. For example, they talk enthusiastically about their homes while painting. Children use descriptive language to explain recent changes to their bedrooms or family homes. They are confident and motivated learners, who demonstrate positive attitudes to learning. Children develop the knowledge, skills and confidence needed for their next steps.

Next steps

Leaders should strengthen how they evaluate and communicate the use and impact of additional funding with staff and parents and carers, so that they understand decisions fully and contribute to the best possible outcomes for children. Leaders should support staff to make better use of mealtimes as learning opportunities, helping children to develop positive eating habits and an increasing understanding of healthy food choices, portion awareness and eating safely. Leaders should strengthen arrangements for sharing information from health visitors and other professionals so that information from the progress check when children are aged between 2 and 3 years and follow-up discussions consistently inform planning for children's learning and development.

About this inspection

The inspector spoke with staff, leaders, children and parents and carers 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.

About this setting

URN: 2798367
Address: Erindale Plumstead London SE18 2QQ
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 25/07/2024
Registered person: Bright Stars Kids Daycare Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Greenwich

Facts and figures

Age range at inspection: 1 to 4
Total places: 34

Data from 2 June 2026

Bright Stars Kids Daycare Ltd Unique reference number (URN): 2798367 Address: Erindale, Plumstead, London, SE18 2QQ Type: Childcare on non-domestic premises Registered with Ofsted: 25/07/2024 Registers: EYR Registered person: Bright Stars Kids Daycare Ltd Inspection report: 2 June 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 Children achieve well from their starting points and develop the knowledge and skills needed for their next stage of learning. Older children demonstrate an understanding of the purpose of print and begin to give meaning to the marks they make. For example, they independently create shopping lists in the role-play area, recognise familiar letters and begin to practise letter formation. Generally, younger children develop their physical skills well. They confidently use the outdoor environment to climb, jump and ride wheeled toys. As a result, they strengthen their large-muscle groups and develop the coordination and balance needed for future physical development. Children show positive attitudes to learning and sustain their engagement in play. They confidently lead and extend their own ideas alongside their peers. For example, children work collaboratively to hide minibeasts and share their observations, commenting that the water is 'sparkly'. These experiences support children's communication skills and ability to work cooperatively with others. Children develop the foundational knowledge and skills across the areas of learning that prepare them well for future learning and the next stage in their education. Behaviour, attitudes and establishing routines Expected standard Leaders work closely with parents and carers and other professionals to promote children's attendance. This helps to establish positive routines that support children's welfare and future learning. Leaders place an emphasis on helping children to develop the habits and behaviours needed to engage successfully in their learning. Staff have high expectations for children's behaviour and apply these consistently. They use explicit teaching to help children understand routines and expectations, including the setting's 'golden rules'. For example, when younger children leave books on the floor, staff calmly remind them of their expectations. They encourage children to return the books independently. As a result, children learn to take responsibility for their environment. Typically, staff support children effectively to develop positive relationships with others. During small-group activities, most staff encourage children to include their peers in play, take turns and listen to one another. Praise is used purposefully to reinforce positive behaviour and attitudes, such as recognising children who wait patiently for their turn. Staff are positive role models. They consistently model respectful language, including saying 'please' and 'thank you'. Children play cooperatively and demonstrate positive attitudes to learning. For example, children build on their knowledge of transport by working together to create roads in the sand. Staff extend children's thinking through discussion, helping them to remain engaged and motivated in their learning. Children's welfare and wellbeing Expected standard Staff support children's welfare and wellbeing effectively. They encourage children to develop independence through daily routines. This includes managing their personal hygiene and serving themselves at snack times. Babies and younger children receive support to feed themselves and use cutlery from an early age. This helps them to develop confidence and self-care skills. Children benefit from regular opportunities to be physically active and enjoy fresh air. Staff promote healthy lifestyles through outdoor play, movement activities and nutritious meals. Children make choices about their play and engage positively with staff, who know them well. For example, during dance and movement activities, children eagerly join in, laugh with their friends and confidently demonstrate their own dance movements. These experiences support children's self-expression and emotional wellbeing. Staff help children to recognise and understand their feelings through everyday interactions. They use a broad range of emotional vocabulary and encourage children to talk about how they are feeling. Key persons and familiar adults listen carefully to children and respond sensitively. This helps children to develop a secure sense of emotional wellbeing. Some staff support babies' feeding routines appropriately and work with parents and carers to meet children's individual care needs. However, during mealtimes, some staff do not consistently support children to pace themselves when self-feeding or consistently recognise when they are putting too much food into their mouth. This does not consistently teach children positive eating habits, although staff do supervise children carefully and follow individual feeding routines to ensure that children's safety and wellbeing remain secure. Curriculum and teaching Expected standard Leaders have designed an ambitious curriculum that clearly identifies the knowledge and skills children need to learn across the areas of learning. Staff understand the curriculum well and implement it consistently. They ensure that learning builds on what children already know and can do. Staff prioritise children's communication and language throughout the setting. They plan topics effectively to introduce and reinforce new vocabulary. For example, when learning about transport, children confidently use words such as 'bicycle', 'boat' and 'bus'. They make connections between their learning and the world around them. Staff embed British Sign Language and Makaton in their practice. This supports communication for babies, children with special educational needs and/or disabilities and those who speak English as an additional language. Staff promote children's enjoyment of stories, rhymes and songs. They use familiar rhymes purposefully to develop children's communication skills, listening and attention, and emerging early literacy skills. As children's communication develops, they form positive relationships and secure friendships with their peers. Staff have a secure understanding of child development and sequence children's learning appropriately. Younger children develop their fine motor skills through activities, such as using nuts and bolts. This helps to strengthen their small-muscle development. The learning environment typically supports children to revisit and apply previously learned mathematical concepts. Older children play dominoes in small groups. Most staff naturally incorporate mathematical language into daily interactions. For example, they discuss concepts such as size through references to 'big' and 'small' wheels. Staff complement this with direct teaching through books, including 'Ten Little Dinosaurs', which children engage with well and which reflect their age and stage of development. Inclusion Expected standard Leaders have established an inclusive culture across the setting. Staff form secure relationships with children and know them well. They identify children's individual needs and make appropriate adaptations to support their learning and wellbeing. Leaders ensure that children with special educational needs and/or disabilities (SEND) are identified promptly and receive appropriate support. Staff use the assess, plan, do and review cycle effectively. They have a secure understanding of children's individual plans and targets. Staff respond to children's emerging and changing needs in a timely manner. This helps to ensure that support remains relevant and effective. Leaders provide targeted training to develop staff's knowledge and skills in meeting children's individual needs. Staff work closely with external professionals, such as a speech and language therapist and sensory services. Staff implement recommended strategies through targeted interventions. Parents and carers are well informed about the support available and work in partnership with staff to promote positive outcomes for their children. Leaders have a secure understanding of the needs of children receiving additional support. They make considered decisions about the use of additional funding. Funding has been used to provide additional resources and staff training, including British Sign Language training, to strengthen children's communication skills and support children with SEND. Not all staff have a clear understanding of how funding decisions are made or how the impact of spending is evaluated. As a result, not all staff contribute fully to evaluating which approaches have the greatest impact on children's progress and wellbeing. Leaders value and promote children's home languages. Staff learn key words and phrases that help children who speak English as an additional language to communicate their needs, build understanding and feel included in the setting. Leaders know which children and families are known to children's social care services. They work effectively with other professionals to provide appropriate support and reduce barriers to children's learning and wellbeing. Leadership and governance Expected standard Leaders have established positive partnerships that support children and their families effectively. They work closely with the local school to help children prepare for the next stage of their learning. School leaders speak positively about children's readiness for transition and the support provided by staff. Leaders understand the needs of the local community. They provide care and education that meet the needs of children and their families. Leaders identify opportunities to support families beyond the curriculum. For example, they provide lending libraries and communication resources, including 'small talk' packs for younger children, to help parents and carers to continue children's learning at home. Leaders support staff wellbeing effectively. Staff report that they feel valued and well supported through induction, supervision sessions and ongoing professional development. Training and support help staff to understand the importance of their role as key persons. It also helps staff to develop the knowledge and skills needed to support children's learning, development and wellbeing. Arrangements for sharing and using information from external professionals, including health visitors, are not yet fully consistent. Consequently, information from the progress check when children are aged between 2 and 3 years is not always shared with key persons or used to inform future planning for children's learning and development. However, leaders monitor children's progress effectively, including through the completion of the progress check for children aged between 2 and 3 years. They share this information with parents, helping them to understand and support their children's development. What it's like to be a child at this setting Children arrive happily at this welcoming setting and separate from their parents and carers with confidence. Staff gather information from parents to understand children's individual needs and interests. This helps children to feel safe, valued and secure. Children settle quickly and benefit from a calm transition into the day. Those children who need additional time are able to access a quiet space before joining activities. Children develop a deep sense of belonging. They see their work displayed throughout the setting and learn about the cultures, traditions and celebrations represented in their community. Parents value the opportunities children have to learn about different countries and celebrations. As a result, children develop respect for others and an understanding of the diverse world around them. Children enjoy their learning and confidently share their ideas. During group discussions, they talk about events that are important to them, celebrate personal achievements and discuss topics such as the weather. Children listen carefully to others and contribute their own thoughts. For example, they explain when they might need an umbrella and describe the umbrellas they use at home. Children enjoy singing the nursery song 'I am a bright star full of potential' during circle time. They explain this means 'We can do anything'. Inspector: Davinder Dhaliwal About this setting Unique reference number (URN): 2798367 Address: Erindale Plumstead Children form warm relationships with staff and their peers. They are kind and welcoming when others join their play. Children work together to develop their ideas. For example, they talk enthusiastically about their homes while painting. Children use descriptive language to explain recent changes to their bedrooms or family homes. They are confident and motivated learners, who demonstrate positive attitudes to learning. Children develop the knowledge, skills and confidence needed for their next steps. Next steps Leaders should strengthen how they evaluate and communicate the use and impact of additional funding with staff and parents and carers, so that they understand decisions fully and contribute to the best possible outcomes for children. Leaders should support staff to make better use of mealtimes as learning opportunities, helping children to develop positive eating habits and an increasing understanding of healthy food choices, portion awareness and eating safely. Leaders should strengthen arrangements for sharing information from health visitors and other professionals so that information from the progress check when children are aged between 2 and 3 years and follow-up discussions consistently inform planning for children's learning and development. About this inspection The inspector spoke with staff, leaders, children and parents and carers 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. London SE18 2QQ Type: Childcare on non-domestic premises Registration date: 25/07/2024 Registered person: Bright Stars Kids Daycare Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Greenwich Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 2 June 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 34 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