URN 2537999 · Inspected 2026-09-10 · Published 2026-10-06 · Inspector: Sarah Taylor-Smith
Broughton (Sevenoaks) Unique reference number (URN): 2537999 Address: Broughton Cottage, London Road, Dunton Green, Sevenoaks, Kent, TN13 2TD Type: Childcare on non-domestic premises Registered with Ofsted: 18/09/2019 Registers: EYR Registered person: Broughton (Sevenoaks) Ltd Inspection report: 10 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 make steady progress in their development and learn a wide range of skills. This is well developed as they move through the nursery to help them be ready for their next stage of learning at school. Children build confidence and resilience and proudly show off their achievements. Older children have a firm grasp of counting and mathematical ideas. For example, staff role-model counting and support children of different abilities with the activity, as older children confidently identify that they have 6 shells, whereas younger children need support to accurately count their shells. Children hear and identify whether numbers are 'more' or 'less' than each other. Younger children enjoy listening to staff singing and begin to use their emerging communication and language skills well, through words or by signing. Older children are strong communicators and hold detailed and extensive discussions. Behaviour, attitudes and establishing routines Strong standard All children show positive attitudes towards learning, which gives them a solid grounding for the next stage of their education at school. Children regularly attend and leaders have established systems in place to monitor and follow up on any non-attendance. This allows for children to fully benefit from everything that the nursery has to offer. Staff implement a clear and consistent routine which is embedded in children's day. Staff skilfully support children to learn about rules and boundaries. For example, they use stories, such as 'The Gingerbread Man' to reinforce the importance of listening to rules at the forest school to help keep everyone safe. Children have excellent relationships with each other and build friendships. They are able to play cooperatively, such as working together on a 2-seater bike, and enjoy a cuddle while listening to stories. Staff skilfully help children transition through the nursery. For example, they use songs to outline the expectation of giving each other space while walking up and down the stairs and moving towards the garden. Children's welfare and wellbeing Strong standard Staff place a high emphasis on support for the wellbeing of all children. For example, older children have ample opportunities to spend the majority of their day outside, including mealtimes. They are actively involved in setting up the tables, counting how many people are there and, with staff support, are encouraged to solve problems, such as how to safely carry chairs. The oldest children are able to take part in forest-school learning on set days during the week. For example, they excitedly go on the minibus to the forest site and explore the woodland, and forage for resources to support their play. Children animatedly talk about cooking their lunch on the fire. Expected standard Children build warm, trusting relationships with staff and settle quickly into nursery life. Children's input is sought and their decisions are respected. For example, staff check in with them to see if children feel safe while challenging themselves to climb on an 'A' frame in the garden. At times, the babies and youngest children are able to go freely between their rooms and the garden to support them to be able to play and explore their own interests. Curriculum and teaching Strong standard Leaders design the curriculum to support children to be inquisitive in all areas of learning. Leaders and staff successfully reflect on the cohorts of children to develop what they offer. For example, they have recently adapted their environment where they have more children who are more active in their learning. Staff show an enjoyment of teaching. They have an excellent knowledge of how to explain concepts and words to children to broaden their vocabulary. They skilfully use questioning to help children to think and respond with their ideas. For example, children give their opinion on if dough is solid or malleable. Staff show them what dough is able to do as it can stretch and be squashed. Children watch intently and explain their thoughts. Younger children begin to build their concentration through smaller group activities. This shows that the curriculum is well sequenced as staff are able to build on children's knowledge and skills as they move through the nursery. Inclusion Expected standard The nursery offers an inclusive approach for all children and is aware of the need to adapt to the individual needs of children. Leaders and staff are aware of how to vary their practice to ensure that everyone is included. For example, staff working with the youngest children are aware of how to incorporate babies who are crawling and those who are able to walk to take part in activities. Staff understand what individual children need when they first start, such as allergy information and medical needs. This helps them to plan and make adjustments to ensure that any barriers towards achievement are removed. Staff have ongoing meetings with parents to keep up to date with any changing needs in these areas. At times, where children's special educational needs and/or disabilities are emerging, leaders are not consistently swift enough to implement additional support while awaiting for further professional guidance. Staff assess children's development over time. Within this assessment process, there is further scope for staff to work even more closely with parents of children who learn English as an additional language or are bilingual, to understand more about their language development overall. Leadership and governance Expected standard Leaders are passionate and strive for the best for the children in their care. Leaders actively observe staff practice and those with overall responsibility complete monitoring observations to ensure that all aspects of practice continue to meet the needs of children. Staff have recently been moved in to new rooms to use their strengths to the best of their abilities. Leaders are continuing to evaluate staff practice so the quality of care and learning for children is highly consistent across the nursery. Leaders aim to create a community feel for families through planned events throughout the year. For example, they host 'meet the team' events, which support families to come into the setting to see the areas that children play and learn. In addition, staff facilitate families meeting each other and they support discussions for parents to share their parenting experiences. Parents are complementary of the staff at nursery and the positive and nurturing experiences that they provide for their children. Leaders plan professional development opportunities for staff to support and develop their knowledge and skills. For example, staff have completed training on safer-sleep practices and are confident in how to ensure that babies and the youngest children remain safe. Staff wellbeing is appropriately supported through supervisions which focus on wellbeing and workload. Staff share that there is an open-door policy and they are able to approach leaders for discussions. What it's like to be a child at this setting Children settle easily with staff who are always close by for support and reassurance if needed. Children gain a sense of ownership over their learning, to help them build confidence in their own skills. They show determination and are competent to complete tasks independently. For example, older children fill up their water bottles when they feel thirsty and proudly show where their bottles are stored. Younger children know how to get their own drinks and start to recognise their photograph labels. They receive warm praise and recognition for their achievements. The activities that children receive help them to understand the feelings and emotions of others. These learning opportunities are often woven throughout different activities. For example, staff ask children about how a character in the story may be feeling based on the expression on their face. Inspector: Sarah Taylor-Smith About this setting Unique reference number (URN): 2537999 Children have wide ranging opportunities to learn outside. For example, older children actively explore the use of hammers and nails with staff close at hand. Children enjoy the chance to challenge themselves physically. For instance, older children explore through forest-school-based learning that naturally occurs, such as climbing over tree branches. Younger children based at the main nursery are able to climb ladders, negotiate bikes on the track and balance on tree stumps. Babies and younger children enjoy using the newly developed sensory space. It has been designed to support them in a range of ways. For example, babies enjoy using the carefully positioned handle to pull themselves up and see their reflections in the mirror. They make sounds as they watch themselves and practice their emerging communication skills. Children develop a love for learning and adventure which supports their transition to their next stage of learning at school. Next steps Leaders should continue to enhance the partnership working with parents to fully understand any additional language used at home to further support children's overall development. Leaders should more rapidly implement support for children with emerging special educational needs and/or disabilities to continue to help children to develop their skills further. About this inspection The inspector spoke with staff and children and sought to gain the views of 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 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. Address: Broughton Cottage London Road, Dunton Green Sevenoaks Kent TN13 2TD Type: Childcare on non-domestic premises Registration date: 18/09/2019 Registered person: Broughton (Sevenoaks) Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 10 September 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 60 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. 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