Monkey Puzzle Welling

Monkey Puzzle Welling
Unique reference number (URN): EY563352
Address: 73 Upper Wickham Lane, Welling, Kent, DA16 3AF
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/09/2018
Registers: EYR, CCR
Registered person: 786 Childcare Limited
Inspection report: 3 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.

Expected standard
Achievement Expected standard
All children, including those with special educational needs and/or disabilities, make steady
progress from their starting points in most areas of learning. Children develop a secure
understanding of mathematics. For example, younger children explore early mathematics
through the number songs they sing. Older children grasp the concepts of 'more than' and
'less than' as they count their friends in the garden. The adapted interactions that staff have
with children who may experience barriers to their learning allow all children to progress
well.
Children make steady progress in their communication and language skills as they engage
in conversations with their peers, asserting their own views. Children explore different ways
to move their bodies, such as when they crawl, slide and jump around the garden. Children
typically enjoy varied learning experiences and build important skills, ready for their future
learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff cultivate a welcoming environment where children's individual needs are
met. Staff demonstrate a deeply kind and nurturing approach towards children, such as
when they reinforce their expectations. For example, when children begin playfully pushing
each other, staff politely remind them of the rules. This helps children to understand how the
rules keep them safe, before staff guide their attention back to an activity that interests
them. This contributes to the caring, respectful way that children generally speak to staff and
their friends. Older children have many opportunities for collaborative play. For example,
they learn the concept of turn taking as they let their friends have a turn to play with much-
loved toys. Staff also support children to use resources together, helping them begin to
understand the concept of sharing. Children typically behave well and demonstrate positive
attitudes towards their learning. They are interested in, and happily engage with, the various
resources available.
Routines are meticulously planned and followed, although they are not always adapted to
take into account the emerging needs of all children. For instance, staff do not adapt their
expectations or the length of routines for younger children who have recently transitioned
into the room. This results in children becoming less engaged and beginning to wander
around the room, particularly during more-structured parts of the day, such as mealtimes.
Children's welfare and wellbeing Expected standard
Staff support children to begin to manage their personal hygiene routines, such as
encouraging them to wash their hands before and after mealtimes. This promotes children's
independence. Children generally learn about the benefits of nutrition, such as why the
meals they are eating are healthy, allowing them to develop an emerging understanding of
what it means to live a healthy lifestyle. Children enjoy social mealtimes, discussing their

day, likes and dislikes with staff. Staff supervise children closely when they are eating and
sleeping in order to promote their safety.
Staff gather detailed information from parents and carers to learn about children's individual
needs when they start at the setting. They use this information to plan and provide
appropriate routines for children from the outset. This results in children showing high levels
of emotional resilience.
Children benefit from daily access to fresh air, such as when they see how fast they can go
on the slide and push toy trucks around the garden. Staff are responsive to children's needs
and can generally recognise when children may need extra support. Children seek comfort
when needed, and staff validate their feelings. This allows children to have their voices truly
heard.
Curriculum and teaching Expected standard
Leaders have designed a broad, balanced curriculum that is centred on the essential skills
that children need to develop in the earliest years of their lives. For example, children are
inspired to be creative, curious and inquisitive learners as they turn a cardboard box into a
cave and act out a favourite story, 'We're Going on a Bear Hunt'. On occasion, staff do not
take into account the needs of all children when they plan adult-led activities. For instance,
staff do not always consider the interests and abilities of children who have just transitioned
to the room. Consequently, teaching is not consistently impactful for all children, preventing
them from making the best possible progress.
The curriculum prioritises physical, communication and personal, social and emotional
development, weaving these core areas throughout children's daily routines. Staff adapt
their interactions with children who may experience barriers to their learning, including those
with special educational needs and/or disabilities (SEND). They ensure that children with
SEND can participate in meaningful experiences alongside their peers through these
thoughtful adaptations.
Staff skilfully use observations to identify children's next steps in learning. They also use
their findings to inform future practice, maintaining a reflective approach to continuously
improve their teaching. Children typically engage well with the range of activities available
and show enjoyment in their learning. Leaders focus on supporting children's independence
and confidence across all rooms, which helps to strengthen practice further.
Inclusion Expected standard
Overall, leaders and staff demonstrate a commitment to making sure that children thrive
during their time at the setting. Leaders and staff swiftly identify children's emerging needs,
taking immediate action when they identify children who may experience barriers to their
learning. For example, when children show signs of being delayed in their speech, staff use
more descriptive language and singing to increase children's exposure to words. When
barriers to children's learning do not reduce swiftly through initial interventions, leaders forge
collaborative relationships with other professionals, such as speech and language
therapists, to provide further support. This results in all children making continued progress
throughout their time at the setting.

Staff who lead on inclusion are passionate about their roles and have a notable impact on
children's experiences during their time at the setting. They support colleagues to
understand the referral processes for children with special educational needs and/or
disabilities, help to create targeted plans and model practice. The valuable guidance and
ongoing advice they provide help all staff to meet children's unique needs.
Leaders and staff celebrate each child's individuality, working closely with families to build a
clear understanding of every child's background and individual needs. This includes
celebrating significant events, such as Diwali and Christmas, helping children to overcome
any cultural barriers and understand traditions, songs and rhymes from cultures different to
their own.
Leadership and governance Expected standard
The setting is run by an experienced, dedicated leadership team. They are passionate about
ensuring the continued development of the nursery to benefit children, their families and the
staff team. Overall, leaders make accurate assessments of the nursery's strengths and
proactively identify some steps for future development. Leaders meet regularly to evaluate
the provision and priorities for the setting, planning a clear implementation strategy. For
example, leaders recognise the need to strengthen practice at mealtimes and have
developed a plan of action to address this.
Staff report positive levels of wellbeing at work and feel their workloads are manageable due
to systems that leaders have put in place. For instance, staff are supported through termly
supervision meetings and regular observations throughout the year, which effectively aid
them in developing their practice. Staff feel confident in approaching leaders with their
concerns, knowing they will be acted upon promptly. This supportive environment empowers
staff to perform well in their roles.
Leaders are committed to building secure partnerships with families, external professionals
and their local authority. They strategically allocate their budget to enhance the learning
experiences for children. Leaders understand children's prior experiences when they start at
the setting. They use this knowledge to plan the additional opportunities needed for their
next educational stage. Leaders closely track the impact of their spending to ensure that it
achieves the intended results.

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
What it's like to be a child at this setting
Children enjoy their time at this inclusive and welcoming setting. The genuine passion of
leaders and staff has shaped an environment where children are well cared for and valued.
Children enter the nursery with confidence and are greeted warmly by staff, who are
pleased to see them. Children develop a sense of belonging during their time at the setting
due to the high priority that leaders and staff place on children's wellbeing. The setting
buzzes with the chatter of curious children, who eagerly share the knowledge they have
gained from staff, their friends and family, to make sense of the wider world around them.
Staff empower children to develop a sense of identity. As they navigate around the nursery
and explore the planned activities, children grow into self-assured learners who are full of
character.
Children enjoy a balanced curriculum and benefit from hands-on learning experiences. For
example, they investigate the natural environment around them, develop their core muscles
as they explore climbing apparatus and engage in imaginative role play. Children learn early
mathematical concepts through counting songs, games and problem-solving activities, for
instance. Children who need additional support are identified early and receive help that is
specifically tailored to their needs. Children with special educational needs and/or disabilities
fully participate in all activities as staff make skilful adaptations to match their individual
needs. Children develop the skills and knowledge they need to succeed in the next stage of
their learning, including starting school.
Children's welfare is prioritised by leaders and staff. To maximise the impact on children's
learning and development, leaders work closely with families to monitor and promote regular

Inspectors:
Brad Flavien
Katie Smith
About this setting
Unique reference number (URN): EY563352
Address:
73 Upper Wickham Lane
Welling
Kent
DA16 3AF
Type: Childcare on non-domestic premises
Registration date: 14/09/2018
Registered person: 786 Childcare Limited
attendance. Staff ensure that children remain safe throughout the day, for example, by
closely monitoring children while they eat and sleep.
Next steps
Leaders should support staff to strengthen how they plan activities to focus more
accurately on the developmental needs of all children in the group.
Leaders should plan the provision more effectively to help staff meet the needs of
younger children, particularly as they transition to the next room and during key,
structured times of the day.
About this inspection
The inspectors spoke with leaders, staff, special educational needs coordinators, children,
parents and carers 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
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
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 3 September 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
78
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