URN 2753023 · Inspected 2026-03-18 · Published 2026-09-18 · Inspector: Sonia Lee Sarah Taylor-Smith
Bexley Day Nursery Limited Unique reference number (URN): 2753023 Address: Park View Road, WELLING, DA16 1SY Type: Childcare on non-domestic premises Registered with Ofsted: 03/10/2023 Registers: EYR Registered person: Bexley Day Nursery Limited Inspection report: 18 March 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. Strong standard Behaviour, attitudes and establishing routines Strong standard Children's behaviour and attitudes to learning are consistently positive. Children understand the nursery rules and what is expected of them. As a result, routines are well established and children are calm and cooperative. Transitions between rooms are seamless, carefully planned and well supported by staff, enabling children to feel secure and confident as they move through the setting. Even the youngest children settle quickly into nursery life. Children are confident and fully engaged in their play and learning. They show pride in what they are doing and are keen to help with small tasks. Staff provide a caring environment, giving comfort at key times, particularly for younger children. Staff promote respectful manners, and children play cooperatively with their peers and share resources well. The key-person system is effective, with secure attachments that support children's emotional wellbeing. A clear focus on learning about feelings is evident, particularly with the set-up of a calm area in the pre-school room. Extensive child-led activities, visual timetables and the 'helper of the day' further promote happy, independent and confident learners. Leaders promote a high level of attendance, with clear strategies in place for all children to access the setting. Inclusion Strong standard At this setting, there is a very effective commitment to inclusive practice, and all children, including those with special educational needs and/or disabilities (SEND), make effective progress from the start. Managers and staff have a secure understanding of children's needs. Baseline assessments and tracking systems are used effectively and reviewed regularly. Individual education plans are clear and purposeful to reflect children's progress. Staff know children particularly well and use this knowledge to plan targeted support during key-person time. Activities are well considered. For example, the use of picture timetables and clearly labelled, accessible resources are used to great effect. This helps to increase children's participation and promote their independence. Partnership working for children with SEND is highly effective. Parents are kept well informed and are actively involved in decision-making about their child's development. The setting works effectively with other professionals and benefits from appropriate guidance from the local authority to ensure timely support. Children feel safe and secure and transition through the setting fully prepared for their next stage in education. Staff training is ongoing and well thought out, strengthening the inclusive practice across the setting. Expected standard Achievement Expected standard Children consistently make progress and achieve across the whole setting. Children with special educational needs and/or disabilities make even better progress from their individual starting points. In the pre-school room, children demonstrate high levels of independence in managing their personal hygiene, including their toileting. Across all rooms, children are highly motivated and engaged, confidently accessing resources that are clearly labelled to support their choice and independence. Children are able to ask questions, and demonstrate curiosity and a desire to learn more. Communication skills are a significant strength for all children. Children are fluent in expressing their ideas, making choices and engaging in meaningful conversations. They are confident learners who actively participate and are successfully being prepared for their next stage in education. Children behave well. They understand and follow the routines, rules and clear behaviour boundaries. They are increasingly able to understand and regulate their own emotions independently. These positive attitudes and behaviours support children to engage in their learning and make progress from their starting points. Children's welfare and wellbeing Expected standard At this setting, staff know the children well and respond skilfully to their individual needs. The key-person approach is securely embedded, which supports children to feel safe, settled and secure. This is particularly evident for younger children, who benefit from consistent care and nurturing interactions in a calm environment. Hygiene practices and children's care are a high priority. For example, staff have created hygiene stations in every room, with hand sanitiser and tissues. Children are taught to manage their own self-care appropriately for their age, and their toilet training is well supported and highly successful. Leaders ensure that healthy meals and snacks are provided, and safe food practices are firmly in place. Children are encouraged to feed themselves using age-appropriate cutlery. Routines are well thought out and purposeful, particularly in supporting children's sleep and rest times, enabling them to feel relaxed and secure. Older children learn to recognise and talk about their emotions and are supported to develop important social skills, such as turn- taking and cooperative play. Although children have opportunities for outside play and learning, this is not consistently offered all year round for children. This means that some children who prefer to be outside have inconsistent opportunities to do so. Curriculum and teaching Expected standard The curriculum and teaching are well planned and ambitious, supporting children's learning and development from the baby room through to pre-school. Overall, children benefit from age-appropriate teaching and learning opportunities, with a focus on the key areas of learning. In the baby room, staff use visual props and sensory resources effectively to gain children's interest and develop their vocabulary and listening skills. In the pre-school room, children confidently practise early writing skills, and are encouraged to contribute to planning, which strengthens their motivation and learning. However, there are some variations in teaching and interactions which can be further strengthened to support children's learning. Communication and language, mathematics and physical development are prioritised. Mathematics is thoughtfully embedded throughout the curriculum. Children recognise numerals from 1 to 5, count during songs and stories and use mathematical language naturally throughout the day. Children are also encouraged to be creative in a number of ways, through role play and the use of sand and play dough. Parents are valued as partners in children's learning and are encouraged to play an active part in their children's time at nursery. For example, parents visit to share their occupations as learning opportunities for all children. Leaders are aware of further ways to work alongside parents in support of children's learning. Leadership and governance Expected standard Leaders have a clear vision for the setting and are passionate about providing high-quality care and education for all children. The curriculum is well understood by staff. Leaders monitor and evaluate practice regularly to identify strengths and areas for development, which leads to continuous improvements. This shows in their awareness of areas to build upon further, such as the partnership working with parents, building a more consistent approach for teaching and extending the outdoor learning opportunities for children all year round. Staff are well trained and supported. A clear training schedule is in place, including ongoing professional development through the local authority and other agencies. Supervision and staff meetings are consistent, ensuring that staff feel valued and that their needs are identified swiftly. Staff wellbeing is prioritised, with changes made to reduce their workload. Leaders ensure that all children can access the curriculum, with agreed individual plans and adaptations made when necessary. Specialist coaches are brought in to provide additional programmes to complement what staff offer, such as sports teaching. Leaders have implemented an assessment and tracking system that has been streamlined beneficially to allow staff to spend more time with children. What it's like to be a child at this setting Children attending this setting belong to a warm and inclusive environment where close relationships help them feel confident, settled and ready to learn. Staff know children well and carefully plan experiences that reflect their interests and stages of development. For example, the youngest children join in with well-paced rhyme-and-story sessions, using relevant props and lots of actions. They remain engaged and respond with smiles, sounds and words. Communication and language skills development are a clear strength. Daily key- person 'quality time' sessions enhance this, as children learn to talk about emotions, develop mathematical skills and discuss healthy routines such as toothbrushing during their quality time. These focused, high-quality interactions help children to become confident speakers, and they are able to express their needs. Staff also skilfully follow children's interests to deepen their learning through play. Children with special educational needs and/or disabilities make excellent progress as they are individually supported through clear plans that are reviewed regularly. Children thrive as they develop high levels of independence. Mealtimes are purposeful learning opportunities, where children learn how to wear aprons, use cutlery, recognise their individual place mats and serve themselves. In the pre-school room, children prepare for the next stage in their education, learning to write their names, helping to plan activities, solving problems together and using mathematical language while building items cooperatively. Across the setting, staff use praise and conversation to skilfully promote positive behaviour. Children learn to self-regulate, behave very well and feel proud of their achievements. They are confident to share ideas, and celebrate their cultural differences through bringing in items from home due to themes such as 'all around the world'. Next steps Leaders should build upon the existing opportunities for children to access outdoor play to promote further consistency throughout the year, in order to strengthen the learning for all children, particularly those who learn best outside. Leaders should extend the already thoughtful and positive engagement with parents that helps to promote a greater shared understanding of the curriculum intentions. Leaders should continue to develop staff practice to further strengthen high-quality teaching and interactions across the setting. About this inspection The inspector spoke with the manager, the deputy manager, the nominated individual, the special educational needs coordinator, practitioners 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 Inspectors: Sonia Lee Sarah Taylor-Smith About this setting Unique reference number (URN): 2753023 Address: Park View Road WELLING DA16 1SY Type: Childcare on non-domestic premises Registration date: 03/10/2023 Registered person: Bexley Day Nursery Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 Local authority: Bexley Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 18 March 2026 Children numbers Age range of children at the time of inspection 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. The inspection started on 18 March 2026. Inspectors returned on 12 June 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy. 1 to 4 Total number of places 75 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. 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