Dreams For You Nursery And Day Care - Enfield

Dreams For You Nursery And Day Care - Enfield
Unique reference number (URN): 2777100
Address: Dreams For You Nursery And Day Care, 103 Bell Lane, Enfield, EN3 5PH
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/03/2024
Registers: EYR
Registered person: BCD CONSULTING AND DEVELOPMENT LTD
Inspection report: 1 July 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 engage enthusiastically in learning opportunities and show high levels of
enjoyment. They are excited to jump, hop and dance during music sessions, singing along
to familiar songs. Some children confidently choose to sing solos to their friends. Children
listen attentively to stories and, when staff seek their views, clearly express their preference
to continue the story rather than take a break for snack. Older children are developing skills
needed for school. They manage their personal care well, follow instructions and work
cooperatively to help keep their environment tidy. Children enjoy mark making and
confidently talk about their chalk drawings. They proudly share how they have drawn a
jellyfish and a shrimp linked to their sea life topic. All children engage in learning as staff use
visual aids to support children's language development. This ensures children who face
barriers to learning typically make secure progress from their starting points.
Behaviour, attitudes and establishing routines Expected standard
Leaders promote consistent routines in partnership with parents, with a focus on regular
attendance so children fully access the curriculum. Children behave well, supported by
caring and patient staff. Children learn to work together, and being kind is reinforced. This is
evident as children show empathy when friends are comforted after having a fall. Staff are
skilled in de-escalating unwanted behaviours, encouraging children to sit quietly and
practise their breathing skills.
Children play cooperatively and understand sharing and turn taking. For example, they wait
for a friend to reach the bottom of the slide before taking their turn. Staff work closely with
parents to support babies' home routines, while older children confidently follow familiar
routines, for example tidying away and washing their hands before lunch. Children enjoy
spending time with their key person, and demonstrate secure emotional attachments. They
approach staff when they need help or want to share something exciting.
The nursery is a happy and busy environment where children are eager to engage in
learning. Secure partnerships with parents and outside professionals help to ensure
children's individual education plans are consistently monitored and updated. These secure
partnerships help children make progress.
Children's welfare and wellbeing Expected standard
Leaders and staff promote children's welfare and wellbeing through positive initiatives. For
example, they have implemented tooth-brushing routines to support oral health. Children
take part in regular exercise planned within the curriculum. They understand this is
important, as staff teach them about the positive impact of physical activity on their bodies.
Staff promote effective hygiene habits, such as encouraging children to wash their hands at
key times of the day.

Leaders and staff create a nurturing, supportive and safe environment. They encourage
parents to provide healthy snacks and meals for children who stay at nursery all day. While
leaders promote healthy choices, they do not consistently embed their own healthy food
policies, meaning that children do not always have nutritious options. Teaching healthy
eating habits is an area that could be strengthened further.
  
Children learn to recognise and express their feelings through stories and discussions with
staff. They enjoy secure attachments with their key person, including those who face
barriers to learning. Staff's warm, caring interactions positively influence how children view
themselves. For example, children's self-esteem is boosted when staff praise their efforts,
such as when they try something new. Children display good manners, saying 'please' and
'thank you'.
Curriculum and teaching Expected standard
Leaders implement a broad curriculum that meets the needs of all children. They regularly
review planning and assessment systems to ensure individual learning needs are met.
Secure monitoring processes are in place as leaders carry out regular observations of
teaching practice, helping staff to reflect and refine the learning opportunities they provide.
Staff know their key children extremely well and confidently explain how they support each
child's progress. They share strategies used to involve all children, including those who face
barriers to their learning. For example, staff use a favourite item of interest in the 'what's in
the box' activity to motivate children to join in. Children are excited to discover hidden
objects and enjoy listening to friends who suggest songs linked to what they find.
Staff promote children's communication and language skills well. They provide opportunities
for children who speak English as an additional language to use their home language at
nursery. This helps them to feel included and supports their language development. Children
are developing mathematical concepts through age-appropriate experiences that build
understanding of numbers, shapes, patterns and size. Older children learn positional
language as they climb up, down and through physical climbing apparatus.
Inclusion Expected standard
Leaders have high aspirations for all children and work collaboratively with parents and
professionals to help ensure children receive appropriate support. They demonstrate that
although they work with professionals, they do not wait for external interventions. Instead,
they take the initiative to create tailored educational plans for children. This helps to ensure
that any gaps in learning are addressed quickly. Therefore, children with special educational
needs and/or disabilities (SEND) and children who have barriers to their learning typically
make secure progress from their starting points. Leaders consistently monitor staff's
assessments to identify children who require help with their learning.
Funding is used to enhance children's learning experiences. For example, the nursery has
purchased bespoke equipment for children to support their learning. Staff have created
home learning packs for parents to support their children's learning at home. Parents
describe the nursery and staff team as being warm, nurturing and highly supportive. They
say the nursery provides a safe environment where their children are thriving.

Leaders demonstrate a commitment to staff professional development. They recognise that
some staff need more SEND training to consistently embed practice and further enhance
the delivery of the curriculum for all children.
Leadership and governance Expected standard
Leaders have a secure understanding of their setting and the unique dynamics of their
locality. They remain committed to securing better outcomes for children, with a clear focus
on what is needed most. Leaders continually review and refine the curriculum so learning
experiences meet each child's needs. This helps all children, including those who face
disadvantage, to make typically secure progress from their starting points.
Leaders value the staff team and give due attention to professional development. Staff say
they are happy in their work and appreciate regular supervision meetings, where they can
discuss key children's progress and their own development wishes. Staff, including
apprentices, share that leaders are supportive of their wellbeing and will adapt workloads
when required, for example to help staff manage personal childcare arrangements or attend
appointments. These positive practices help ensure children receive nurturing care.
Leaders consistently reflect on their practice and have prioritised safeguarding and
behaviour management training. This supports staff to carry out their roles with due focus on
children's safety and welfare. Leaders recognise that further training is needed for staff less
experienced in working with children who have special educational needs and/or disabilities
to ensure children receive consistent support.
Leaders have implemented effective strategies to engage professionals and parents,
promoting continuity in children's care and learning. Parents value staff working alongside
them and say shared planning helps them understand what children are learning and how to
support this at home. Parents report that their children learn new skills daily.
What it's like to be a child at this setting
Children are excited to arrive at nursery as staff greet them warmly. They confidently initiate
their own learning, such as imaginary play. Children explain that the dinosaurs are hungry,
as staff listen and skilfully extend their play. They introduce new language and offer
suggestions about what the dinosaurs might like to eat. Children are delighted when their
interests are followed. They have secure relationships with staff, which is seen in their
confidence to engage and to express their wishes.

Babies' individual routines are valued. They sleep and eat when they are ready. This helps
them to feel settled and happy at nursery. Babies develop confidence in their learning. They
are excited to explore water play and respond positively to suggestions, such as filling jugs
to water the plants. Babies are thrilled to receive praise and encouragement, which leads to
sustained learning. They demonstrate they feel safe, enjoying cuddles with their key person
and seeking support when needed.
  
Children with special educational needs and/or disabilities are supported well. All children
are valued for their individuality and learning style. This supports all children to progress and
develop the skills needed for their next stage in learning. Children gain confidence in their
abilities as staff ensure that they can fully access the curriculum. For example, children
sensitive to loud noise can still join music and movement sessions, due to effective
strategies that promote engagement.
Children demonstrate positive attitudes towards learning. They concentrate and persevere
as they listen attentively to instructions and learn the rules of games. They cooperate and
take turns as they pass a ball to their friends.
Leaders have established positive partnerships with parents. They ensure parents
understand the importance of regular attendance and its positive impact on children's
learning.
Next steps
Leaders should embed healthy eating guidance more consistently into daily routines and
curriculum activities to help reinforce healthy food choices, so children develop secure
habits for the future.
Leaders should build on their inclusive practice by further embedding high-quality staff
training on special educational needs and/or disabilities, ensuring all staff deepen their
expertise to help them continue to apply inclusive approaches with confidence and
consistency.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
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.

Inspector:
Siobhan O'Callaghan
About this setting
Unique reference number (URN): 2777100
Address:
Dreams For You Nursery And Day Care
103 Bell Lane
Enfield
EN3 5PH
Type: Childcare on non-domestic premises
Registration date: 07/03/2024
Registered person: BCD CONSULTING AND DEVELOPMENT LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30
Local authority: Enfield
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 1 July 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
0

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