URN EY282743 · Inspected 2026-09-08 · Published 2026-09-22 · Inspector: Beth Wilson Jane Appleby
Barnkids Ltd Unique reference number (URN): EY282743 Address: Barnkids, Penang Farm, Combe Lane, Chiddingfold, Surrey, GU8 4XL Type: Childcare on non-domestic premises Registered with Ofsted: 06/04/2004 Registers: EYR, CCR, VCR Registered person: Barnkids Limited Inspection report: 8 September 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 Achievement Strong standard Children are very well prepared for their next stage in learning. The thoughtful, well-planned curriculum ensures that children develop the essential knowledge and skills they need for future success across all areas of learning and development. Children have frequent opportunities to practise and secure the skills before progressing onto their next steps. Younger children develop their small-muscle skills through activities such as squishing and cutting play dough with spoons or using musical instruments to practise controlled movements. These opportunities build on the necessary skills needed to effectively feed themselves. Older children build on these skills by serving their own meals, buttering their crackers and cutting their own snack. Children develop breadth and depth in their knowledge and skills through engaging, interest- led experiences. Children who face barriers to learning and/or wellbeing make secure progress. For example, children now confidently stand, use walkers and cruise along furniture, even taking a few steps independently. They demonstrate increasing physical skills, confidence and independence. This secure progression ensures the children are equipped with the knowledge, skills and confidence needed for their future learning. Behaviour, attitudes and establishing routines Strong standard Children's extremely positive behaviour consistently reflects the expectations they understand well. Leaders have strategically embedded a harmonious and respectful culture. Their intentions for clear routines and expectations are securely embedded. These enable children to increasingly manage their own feelings and behaviour. Practitioners use positive reinforcement to help children understand what is expected of them. Children who face barriers to their learning and wellbeing receive individualised support. For example, children are supported with a simple, personalised story that shows them what to expect and how they can respond. This helps them develop strategies to manage their behaviour and redirect themselves towards calming activities when they feel frustrated. Children demonstrate consistently positive attitudes to learning and towards each other. Leaders use external expertise and training to ensure practitioners develop the knowledge and skills they need to support children's behaviour inclusively and consistently. As a result, children experience a calm, respectful and inclusive environment where they feel secure and ready to learn. Leaders proactively anticipate, identify and address barriers to attendance and punctuality. They work closely with external partners to secure additional funding so children facing barriers can attend consistently throughout the year. Leaders identify individual barriers and implement tailored strategies, such as providing different foods where this has affected children's ability to attend. This results in a significant increase in punctuality and attendance, which supports children's readiness for school. Children's welfare and wellbeing Strong standard Children thrive in this caring, inclusive setting, where leaders and practitioners take every opportunity to prioritise children's welfare and wellbeing. Leaders have established policies and procedures that are consistently embedded across all areas of practice. They reflect on and rigorously review these, making strategic adaptations to ensure they remain effective and responsive to children's varying individual needs and changing circumstances. Leaders have developed positive partnerships with parents, ensuring a holistic approach to providing every child the best and most effective care possible. This enables leaders and practitioners to develop a comprehensive knowledge and understanding of the children in their care and respond promptly as and when needs change. Leaders have ensured that well-structured routines are consistently embedded, enabling children to anticipate what will happen next as they move through the day with confidence and ease. For example, younger children immediately head towards the bathroom to wash their hands when they hear it is time for snack. Older children know the routine for walking to forest school and instinctively get into a line at each gate ready for a headcount. As a result, children develop long-lasting healthy habits and increasingly take responsibility for their own care. This provides a strong foundation for children's physical health, emotional wellbeing and developing independence. Curriculum and teaching Strong standard Leaders have introduced a consistently high-quality, inclusive curriculum, underpinned by high expectations and a shared vision across parents, children, practitioners and leaders. Practitioners understand what children already know and can do, what they want children to learn and why it is important. They know children's individual needs, circumstances and next steps extremely well and use this knowledge to plan teaching that supports children's successes. Practitioners use every opportunity to extend learning, including during transitions. For example, on the walk to forest school, children identify emotions displayed on posters attached to trees. Practitioners introduce ambitious vocabulary such as 'frustrated' and 'nervous', enabling children to develop their understanding of emotions and recognise associated feelings, such as 'butterflies in their tummy'. Leaders' accurate oversight ensures highly effective teaching interactions are securely embedded. Practitioners are skilled at adapting teaching in response to children's emerging thinking, curiosity and misconceptions. For example, when a child identifies that a duck is green, the practitioner playfully challenges this misconception and supports the child to distinguish between green and yellow objects. Leaders work closely with practitioners, parents, external professionals and children to review and shape the curriculum. They carry out baseline assessments to identify what children already know and can do, and ongoing observations to assess how well children are progressing and to identify any gaps. Practitioners use this information to adapt teaching to ensure that children are making the best possible progress and closing any gaps in learning. Inclusion Strong standard Leaders have created a highly inclusive environment where all children's individual needs and circumstances are prioritised. They establish highly effective strategies that are consistently understood and implemented by reflective practitioners who are committed to reducing barriers to learning and wellbeing. Leaders work closely with external partners and use expert advice effectively to determine how funding can best support children with barriers to their learning and/or wellbeing. Practitioners use this information creatively, incorporating children's interests to ensure that support is engaging and meaningful. Leaders have robust arrangements for the early identification and assessment of any potential barriers, including detailed settling-in information completed and reviewed with parents and key persons. Practitioners regularly assess the impact of support and make appropriate adaptations as and when needed. As a result, children who were previously unable to sit unaided can now sit with little support and reach out for interesting toys. Older children are supported to build friendships to develop their confidence in communicating with others. Leaders know children extremely well, including those known or previously known to children's social care. They work effectively with external agencies to ensure children and their families receive consistent support and that changes in circumstances are responded to promptly. Leadership and governance Strong standard Leaders, who came into the setting in June 2026, have taken every step to ensure that they not only meet the actions set at the previous inspection, but use these as a catalyst for meaningful and sustained change. The inspiring leaders have worked diligently with practitioners, parents and children to ensure that previous breaches do not recur. They have implemented rigorous strategies and strengthened oversight to continually evaluate the quality and effectiveness of the setting. Leaders are conscientious and thorough in their work to understand the effectiveness of the setting through detailed and perceptive analysis. They regularly adapt and make changes that respond to the ever-changing needs and circumstances of children, practitioners and families. This has created a very secure culture of continuous improvement, where practitioners actively seek opportunities to develop professionally and enhance their practice. Professional learning is precisely matched to improvement priorities and practitioners' individual developmental needs, while leaders carefully consider workload and wellbeing to ensure staff are supported in their roles effectively. This work provides children with consistent, high-quality care and education. Leaders model and have created a highly professional culture, consistently embedded across the setting. Practitioners know that leaders value their expertise and contributions and work collaboratively to ensure that changes are impactful and sustainable. Effective governance arrangements provide appropriate challenge and support, enabling leaders to remain focused on securing excellence for all children. Leaders' thoughtful and positive engagement with parents, including those who are harder to reach, strengthens partnerships and ensures children receive consistent support. This makes a significant, positive difference to children's education, care, development and readiness for the next stage. The skills, knowledge and experience that children gain support them to secure future successes for the next stage and life beyond the early years. 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 Leaders have taken extensive evidence-led action to overcome challenges the setting had previously faced. While breaches had previously occurred, a change in leadership has seen a complete overhaul of all aspects of the setting, which has made a highly impactful difference to children's experiences. Children thrive in a caring, supportive and inclusive environment where they are safe, well cared for and valued as individuals. They enjoy a wide variety of purposeful and meaningful activities and are highly engaged in their learning. Practitioners ensure that children consolidate what they already know and are secure before moving on to their next step. They use every opportunity to extend children's experiences, development and learning. Their enthusiasm motivates children to participate, persevere and make the most of the experiences that are offered to them. Children achieve well from their starting points and are very well prepared for their next steps. They benefit from an ambitious and responsive curriculum that is adapted to their age, stage of development and individual needs. Practitioners make effective reasonable adjustments so that all children can fully participate. For example, specialist chairs are provided during a visit from an animal expert so that children with special educational needs and/or disabilities can access the experience alongside their peers, while practitioners encourage appropriate independence. As a result of the adaptations that are made, all children make secure progress and achieve their next steps rapidly, such as sitting at the table to enjoy meals alongside their peers. Children develop positive social skills and learn to play cooperatively with others. Young children take turns with toys, and older children work collaboratively to create track-marks with cars in dough. Children respond positively to practitioners' caring and responsive interactions. They demonstrate very positive behaviour and attitudes towards one another. Families are welcomed and contribute valuable information about their children's individual needs, circumstances and development. This ensures that leaders and practitioners know children extremely well and children benefit from continuity of care. There is clear communication between the setting and children's families. Staff use this communication as an opportunity to provide suggestions on how to support children to continue progressing towards their next steps at home. Children flourish because their uniqueness is valued and their wellbeing is prioritised. Regular attendance and punctuality are actively promoted, including working with external agencies to help reduce barriers to attendance. Children are confident and enthusiastic learners. The knowledge and skills they gain at this setting will support them through the early years and into their next stage of education. Next steps Leaders should ensure continued improvement in the setting's successful work to realise Inspectors: Beth Wilson Jane Appleby About this setting Unique reference number (URN): EY282743 Address: Barnkids, Penang Farm Combe Lane Chiddingfold Surrey GU8 4XL Type: Childcare on non-domestic premises Registration date: 06/04/2004 Registered person: Barnkids Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Surrey Facts and figures used on inspection a transformational impact on all children's achievement and wellbeing. About this inspection The inspectors spoke with leaders, practitioners, the special educational needs coordinator, designated safeguarding leads, 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. This data was available to the inspector at the time of the inspection. This data is from 8 September 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 90 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? 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