Faith Nursery Brandshatch Park (Branch of Faith Montessori Nursery Ltd)

Faith Nursery Brandshatch Park (Branch of FaithMontessori Nursery Ltd)
Unique reference number (URN): 2813554
Address: Faith Nursery Brandshatch Park, 100 Brandshatch Park, Scratchers Lane, Longfield, Kent, DA3
8PU
Type: Childcare on non-domestic premises
Registered with Ofsted: 31/10/2024
Registers: EYR, CCR, VCR
Registered person: Faith Montessori Nursery Ltd
Inspection report: 5 August 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Strong standard
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.
Achievement Strong standard
Children make sustained progress from their individual starting points and develop secure
knowledge and skills across the areas of learning. Babies become confident explorers,
communicate increasingly effectively, and develop the physical skills they need to move
purposefully and make choices during play. Toddlers use their growing language confidently
to communicate with others and develop secure social skills. They successfully apply their
emerging mathematical and scientific understanding as they explore, compare and
investigate.
Older children confidently recall and apply what they have learned. They count and compare
quantities, recognise and explain how colours change when mixed and confidently describe
what plants need to grow. They develop high levels of independence, form positive
friendships and confidently express and develop their own ideas.
Children with special educational needs and/or disabilities, and those who face barriers to
learning, make particularly good progress from their starting points. For example, children
who previously needed significant support with their physical development become
increasingly mobile and confident. Others make notable gains in engaging with sensory
experiences, interacting with peers and communicating their needs. Consequently, children
develop the knowledge, confidence and independence they need for their next stage of
learning.
Behaviour, attitudes and establishing routines Strong standard
Staff establish consistently high expectations for children's behaviour through calm and
respectful interactions, and by modelling kindness throughout the day. This is highly
effective in helping children understand how to behave towards others. Children respond
positively to gentle reminders, take turns and understand how their actions affect others

increasingly well. They develop warm friendships, confidently seek-out others to play with
and show consideration for their friends. During shared play, children cooperate
successfully, negotiate turns and help one another to overcome difficulties.
Staff successfully foster children's curiosity, concentration and perseverance by giving them
time to explore their ideas and encouraging them to work through challenges. Children
remain deeply engaged in experiences for sustained periods, investigate their ideas and
persist when they encounter difficulties. Staff encourage children to solve everyday
problems for themselves, rather than immediately intervening. As a result, children become
increasingly confident in managing difficulties independently and show pride when they
succeed. They readily revisit experiences, share their ideas and enthusiastically involve
others in their learning.
Staff establish clear and consistent routines that help children understand what is expected
of them and take increasing responsibility for themselves. Children confidently access
resources, help to tidy away and manage aspects of their own care. For example, staff use
a familiar song as children walk downstairs, to reinforce the importance of holding the
banister and moving safely. Children enthusiastically join in and follow the routine
confidently. Staff consistently recognise children's positive behaviour, helping them to
understand expectations and take increasing responsibility for their actions.
Children's welfare and wellbeing Strong standard
Staff promote children's welfare and wellbeing highly effectively through warm, responsive
relationships and a secure understanding of each child's individual needs. They know
children's routines and preferences well, and they respond sensitively when children need
reassurance. Staff listen carefully to children and respect their boundaries. As a result,
children feel emotionally secure, develop a clear sense of belonging and confidently seek
support when they need it.
Staff successfully promote healthy habits, while encouraging children to become
increasingly independent in managing their personal needs. Children confidently access
drinking water and tissues, and they benefit from nutritious meals that families value highly.
Staff implement safe-eating practices consistently, while giving children appropriate
opportunities to manage aspects of mealtimes for themselves.
Staff provide plentiful opportunities for children to be physically active and develop an
understanding of how to care for their bodies. Resources such as hats, sunglasses and
umbrellas help children learn how to protect themselves in different weather. Through
climbing, balancing and energetic play, children develop their strength, coordination and
physical confidence. Staff encourage children to persevere with manageable challenges and
recognise what they can safely achieve for themselves.
Staff teach children how to keep themselves and others safe through well-established
everyday routines. They maintain children's safety through effective risk assessment and
daily checks, while ensuring that children continue to experience appropriate challenge and
managed risk. Children follow safe practices and respond positively to reminders.

Consequently, they become increasingly confident in recognising risks and managing
aspects of their own safety and wellbeing.
Curriculum and teaching Strong standard
Leaders have designed an ambitious curriculum that builds progressively from children's
individual starting points. For babies, staff prioritise communication and secure relationships
through songs, stories and responsive interactions. This helps babies develop early
language and communication, while building the confidence to engage with others and
explore their surroundings. Staff also provide sensory experiences and plentiful
opportunities to move and investigate, supporting babies' developing physical skills. As
children develop, staff broaden their experiences across the areas of learning with an
increasing emphasis on curiosity and independence.
Staff implement the curriculum skilfully through purposeful interactions and planned
experiences. They recognise opportunities that emerge during children's play to deepen
learning. For example, when children begin dropping different objects into water, staff build
on their curiosity and introduce the concepts of sinking and floating. Children explore freely,
while staff model language, ask thoughtful questions and give them time to investigate.
Staff introduce increasingly ambitious concepts and vocabulary as children's understanding
develops. During an investigation into growing plants, older children recall what plants need
to survive, compare healthy and dry plants and explain their ideas. Staff extend their
understanding through words and concepts, such as, 'nutrients', 'carbon dioxide', 'oxygen'
and 'observe'. Children repeat new vocabulary, connect it to previous learning and use their
developing knowledge to explain what they notice. Staff know children's interests,
development and next steps well, adapting experiences while maintaining ambitious
expectations.
Inclusion Strong standard
Leaders have established a highly inclusive culture where ambitious expectations are
maintained for every child. Staff know children and families well, and identify children's
emerging needs promptly through observation, assessment and close partnership with
parents. Leaders work effectively with a wide range of external professionals and use their
advice to shape individual plans and strategies. Support is regularly reviewed and refined as
children's needs and abilities change.
Children who need additional support benefit from highly personalised approaches that
enable them to participate successfully alongside their peers. For example, staff recognise
when sensory experiences or noise become overwhelming for children, and adapt the
environment and their interactions sensitively. They gradually support children to spend
more time alongside others, while using familiar books, photographs and individual routines
to provide security. As a result, children increasingly engage in experiences they previously
avoided, interact with others and grow in confidence.
Leaders use additional funding thoughtfully to remove individual barriers to children's
learning and participation. Specialist sensory and cause-and-effect resources, alongside
targeted experiences, help children to engage more readily, sustain their interest and

develop skills that are closely matched to their individual needs. Additional support enables
children to access their surroundings safely and participate fully in the experiences
available. Staff work closely with families and specialists to evaluate the difference this
support makes. Consequently, children with special educational needs and/or disabilities,
and those who face other barriers, make sustained progress from their individual starting
points.
Leadership and governance Strong standard
Leaders are ambitious for children and have established a clear vision in which children are
supported to achieve, belong and thrive. They know the setting well and use regular
monitoring, supervision and professional discussion to evaluate practice and identify
priorities for further development. Leaders maintain high expectations for staff and ensure
that improvement is focused on making a positive difference to children's experiences and
outcomes.
Professional development is purposeful and responsive to the needs of children. For
example, staff participating in the 'Maths Champion' programme have become increasingly
confident in recognising and extending mathematical learning throughout the day. As a
result, children increasingly explore number, shape, pattern and problem-solving with
confidence. Specialist training also strengthens staff's confidence in meeting children's
individual needs, including those of babies and children with special educational needs
and/or disabilities.
Leaders prioritise staff wellbeing and create a supportive culture where staff feel able to
seek help. Regular supervision and appraisal meetings provide opportunities to discuss
professional development and any barriers to effective practice. Leaders respond sensitively
when staff experience personal difficulties and make practical adjustments when needed.
Consequently, staff feel valued and confident in their roles, and their workload remains
manageable. Effective partnerships with families and other services that support children
further strengthen the support that children receive.
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 thrive in this warm and welcoming setting, where they develop secure relationships
with staff who know them well. Babies confidently return to familiar staff for reassurance
before continuing their exploration, while older children eagerly seek out their friends and
involve staff in their play. The effective key-person system helps children build secure,
trusting relationships and ensures that their individual preferences and needs are well
understood. Children are treated with kindness and respect, helping them to feel safe,
valued and confident to explore.
Children are curious and enthusiastic learners. They investigate, experiment and confidently
share their ideas. For example, children enthusiastically harvest vegetables they have
grown, counting and comparing what they collect, and discussing the size and weight of
their produce. Younger children eagerly explore sensory experiences and use books
alongside their play to investigate the creatures they discover. Children enjoy plentiful
opportunities to be physically active outdoors. They climb, balance and negotiate obstacle
courses, developing confidence as they learn to assess appropriate risks. They proudly
celebrate their achievements and persevere when things are difficult. Staff value children's
ideas and give them time to explore their interests, helping them to become increasingly
confident and resilient learners.
Children develop positive friendships and learn to cooperate, take turns and show
consideration for others. They enjoy imaginative play together, sing and share stories, and
confidently involve others in their ideas. Children become highly independent as they make
choices, access drinking water and tissues, serve themselves at mealtimes and learn to
solve everyday problems for themselves. Staff make thoughtful changes so that children

Inspector:
Lauren Mills
About this setting
Unique reference number (URN): 2813554
Address:
Faith Nursery Brandshatch Park
100 Brandshatch Park, Scratchers Lane
Longfield
Kent
DA3 8PU
Type: Childcare on non-domestic premises
Registration date: 31/10/2024
Registered person: Faith Montessori Nursery Ltd
who need additional support can participate successfully alongside their peers. Families
value the progress their children make and the close relationships they develop with staff.
Regular attendance is promoted effectively so that children benefit fully from the
experiences available to them. Children make sustained progress from their individual
starting points and develop the confidence, knowledge and skills that prepare them well for
the next stage of their education.
Next steps
Leaders should continue to embed learning from the 'Maths Champion' programme to
further strengthen opportunities for children to develop and apply their mathematical
knowledge to even higher levels.
About this inspection
The inspector spoke with leaders, practitioners 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.

Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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 5 August 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
180
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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