Brinds Well Day Nursery

Brinds Well Day Nursery
Unique reference number (URN): EY375196
Address: Hawstead Lane, Orpington, Kent, BR6 7PH
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/05/2008
Registers: EYR, CCR, VCR
Registered person: Childbase Partnership Limited
Inspection report: 24 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
All children make steady progress from their starting points, including those with special
educational needs and/or barriers to their learning. Staff encourage children to build their
knowledge and skills as they move through the setting, ensuring they are prepared for their
next steps in learning.
Babies enjoy playing with toy animals learning to say their names and beginning to link
words to objects. Older children extend this interest in the world by exploring the names of
dinosaurs and creating volcanos in the sand.
Children develop important social skills. Younger children show empathy, offering toys to
comfort others when they become upset. Older children play cooperatively, taking turns and
following rules during structured games.
Children use their imaginations confidently. Younger children create hats from play dough,
experimenting with shape. Older children draw on their own experiences to role-play
scenarios such as birthday parties. The oldest children use these imaginative skills in more
complex ways, working together to build structures from building blocks, such as a bug
hotel, demonstrating their creativity.
Behaviour, attitudes and establishing routines Expected standard
Leaders support all rooms to implement consistent behaviour management strategies and
help staff understand how to promote children's emotional regulation. These approaches are
becoming embedded, with leaders guiding staff to recognise how individual behaviour can
influence the wider group and how to respond calmly and effectively.
Staff work closely with children with special educational needs and/or disabilities, supporting
them to regulate their emotions. They recognise subtle signs that children are becoming
unsettled and respond through sensitive interactions to support children to learn to manage
their emotions. As a result, children feel understood and supported. Overall, children behave
well and show an understanding of the setting's boundaries.
Structured routines help children feel safe and confident. Staff use visual cues to support
children's understanding of transitions and expectations, enabling them to move smoothly
between activities.
Children enjoy each other's company and demonstrate positive social attitudes. They play
cooperatively, share resources and take turns. When minor disagreements occur, older
children often resolve these independently, while younger children receive gentle guidance
to help them manage their emotions and interactions.
Staff monitor absences and encourage good attendance, working with parents to
understand why regular participation is important for children learning and development.

Children's welfare and wellbeing Expected standard
Staff build warm, comforting relationships with all children. Staff talk to babies during care
routines with gentle, attentive interactions, which helps them to feel safe and secure. In
older children's rooms staff know children's interests well and use these in meaningful
conversations helping them to feel valued. While most interactions are supportive, leaders
do not always identify when staff could be more interactive, which impacts on children's
confidence to fully participate in activities.
Staff complete thorough risk assessments to ensure children's safety. During extreme
weather, outdoor areas are checked carefully to ensure there is enough shade and that
children do not spend too long in the heat. Staff make sure children have sun cream applied,
wear appropriate clothing and drink plenty of water, promoting safe outdoor play and healthy
habits.
Mealtimes are social experiences where staff encourage children to talk and learn about
their food, using conversation prompt cards to support discussion. Children are well
supervised and staff have a secure understanding of younger children's weaning stages,
ensuring food is prepared safely and appropriately.
Children's sleep routines are well managed. Sleeping arrangements are suitable and
children are always supervised by staff. Staff have received training to ensure they
understand how to keep children safe while they sleep, supporting children's comfort and
wellbeing throughout the day.
Curriculum and teaching Expected standard
Staff plan activities that are closely matched to children's developmental needs, interests
and the current 'inspiration word' for their room. This ensures learning is purposeful and
meaningful. The curriculum is clearly sequenced across the setting, enabling all children to
progressively build the skills they need for their next steps in learning. Leaders review the
curriculum regularly and generally support staff to develop their teaching skills. Across all
age groups, children demonstrate curiosity and enthusiasm to explore. However, all children
are not consistently supported to follow their curiosity to extend their learning.
Staff use play to introduce and extend key concepts. For example, when babies explore
balls, staff talk to them about colour and size, helping them to make early connections. In
the older children's rooms, children playing with water are encouraged to count how many
scoops are needed to fill a container, supporting early reasoning skills.
However, teaching is not always consistent. At times, staff lack a secure understanding of
the intention of activities, which limits their ability to teach with precision and ensure all
children benefit from the planned learning.
Staff promote reading and a love of books. Babies listen intently as stories are shared,
developing their early attention skills. In the older children's rooms, staff help children to use
books as tools for finding out more. For example, when a child spots ants in the garden,

they are supported to explore a nature book to learn about them, strengthen their curiosity
and understanding that they can find out information from books.
Inclusion Expected standard
Staff build trusting relationships with children with special educational needs and/or
disabilities (SEND). They know each child well and tailor support to meet their individual
needs. This secure knowledge enables staff to provide targeted interventions that focus on
children's next steps in learning, such as developing play skills, building relationships with
other children and strengthening their ability to participate in group activities.
Children's barriers to learning are recognised promptly and staff put purposeful strategies in
place to support them. Approaches such as visual cues help children understand transitions
and follow instructions. Staff support children with SEND and are intuitive to their needs.
Leaders are knowledgeable and provide guidance to staff. They support staff to develop
their skills and deepen their understanding of how to use the graduated approach effectively.
This ensures staff are able to plan and deliver support that is well matched to children's
developmental needs. When it is identified that staff need further training this is provided
through meetings and short courses.
Staff work closely with parents to ensure a consistent approach between home and the
setting. Regular communication helps families feel involved and ensures that strategies
used in the setting are reinforced at home, promoting continuity for children. As a result,
children make steady progress from their starting points.
Leadership and governance Expected standard
Leaders have a clear understanding of what the setting does well and what needs further
development. They have identified some inconsistencies in the implementation of the newly
introduced curriculum; they are working to embed improvements to ensure all children make
sustained and consistent progress, though these are not yet fully established. Senior
leaders monitor the setting's development closely and put additional support in place when
needed, ensuring that the settings progress continues at a steady pace.
Staff receive regular supervision meetings where leaders provide feedback about practice
and support staff to recognise areas of development for themselves. However, leaders do
not always recognise and feedback when staff are not supporting children to further explore
activities they are interested in. This impacts on children's confidence to engage in activities.
Leaders ensure staff have access to ongoing training opportunities so they can strengthen
their knowledge and understanding. However, leaders have not focused precisely enough
on the professional learning staff need to enable them to provide children with more
consistent experiences throughout the setting. Despite this, staff report they feel well
supported by leaders. They feel they are approachable and that leaders help them to
manage their workloads effectively.
Leaders ensure that parents receive regular feedback about their child's development. They
work effectively with other professionals, such as physiotherapists and early years advisers,

to enhance staff practise and ensure all children including those with special educational
needs and/or disabilities, or barriers to their learning make progress.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children experience warm and nurturing relationships with staff, helping them to feel safe,
valued and confident. Children play in a well-structured environment, which supports their
development in all areas of the curriculum. They enjoy building train tracks and exploring

play dough, sand and water. Each room has access to their own outdoor area that includes
carefully chosen resources tailored to the age of the children. Children enjoy spending large
portions of their day outside; they have opportunities to be active as they climb, kick balls,
and roll tyres.
Children are encouraged to learn about nature and the environment. They explore their eco
garden looking for different kinds of insects and can identify a variety of plants that they
have helped to grow such as sunflowers and herbs. Children enjoy these experiences and
are eager to share their knowledge. For example, they enthusiastically talk about the small
pond, discussing that the metal grate stops them from falling in and that they are growing a
plant in the water.
Children feel secure because routines are predictable and children are supported to manage
transitions through sensitive interactions. Children know what will happen next and staff use
visual aids to support this understanding. Children enjoy healthy meals. They build their
independence skills learning to serve themselves, pour their water into their cups and clean
their faces after eating.
Staff know the children well and provide tailored support to help them to feel confident.
Children enjoy the company of their peers. They play together cooperatively, enjoying role
play and simple games that further support the development of social skills.
Next steps
Leaders should support staff to focus more precisely on the support children need to
ensure they are able to fully participate in activities they show interest in.
Leaders should develop the planning and monitoring of the curriculum to target children's
learning needs more precisely to ensure all children make sustained and consistent
progress.
Leaders should strengthen support for staff to develop their professional learning so that
children receive more consistent experiences throughout the setting.
About this inspection
The inspectors spoke with leaders, staff, the special educational needs and/or disabilities
coordinator, designated safeguarding lead and parents 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.

Inspectors:
Amelia Abdullah
Sarah Taylor-Smith
About this setting
Unique reference number (URN): EY375196
Address:
Hawstead Lane
Orpington
Kent
BR6 7PH
Type: Childcare on non-domestic premises
Registration date: 01/05/2008
Registered person: Childbase Partnership Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Bromley
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 24 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
150

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.
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