URN 2850749 · Inspected 2026-09-16 · Published 2026-10-19 · Inspector: Ellie Mason
Ramas Daycare Limited Unique reference number (URN): 2850749 Address: 72a High Street, Chilsehurst, Bromley, Kent, BR7 5AQ Type: Childcare on non-domestic premises Registered with Ofsted: 30/09/2025 Registers: EYR Registered person: Ramas Daycare Limited Inspection report: 16 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 Children generally make positive progress from their individual starting points and develop the knowledge and skills they need for their next stage of learning. Staff focus on the prime areas of learning, helping children to build secure foundations for future learning. They assess children's progress from their unique starting points to identify next steps in their learning and plan activities based on children's interests. Children engage readily with the resources and activities available to them, and increasingly play alongside their peers. Children facing barriers to their learning develop increasing confidence in their communication and language abilities. For example, children who speak English as an additional language are growing their use of English vocabulary while participating confidently alongside their friends. Children with special educational needs and/or disabilities benefit from staff who know them well and who understand how to help meet their individual needs. Behaviour, attitudes and establishing routines Expected standard Leaders and staff typically establish calm and consistent routines that help children to feel safe and secure and understand what happens throughout the day. Staff gently remind children of their expectations for positive behaviour, for example through 'looking and listening' reminders during group story time. Children generally respond well to this approach, joining in with activities, cooperating with one another and following familiar routines with confidence. Overall, leaders and staff know children and their families well. They have taken time to build a bond with each child. For new children, they increase hours gradually to support children to get used to the daily routine. This typically helps children to develop secure attachments to adults and a sound sense of belonging. Children are encouraged to play, share and cooperate in age-appropriate ways. For example, staff focus on babies building a bond with their key person, while toddlers are encouraged to play alongside each other, share resources and begin to initiate interactions through comments and gestures. Leaders share the expectations for attendance with parents, highlighting the importance of consistency and the positive impact that regular attendance will have on learning and development, including for school readiness. On the whole, this supports children and families to establish important habits for later success. Children's welfare and wellbeing Expected standard Overall, leaders and staff support children's wellbeing and welfare by promoting calm, consistent routines. This helps children feel safe, secure and emotionally settled throughout the day. Leaders and staff implement policies and procedures generally well for meeting all children's needs. Routines for eating are robust, children are closely monitored and practitioners are aware of procedures to keep children safe. Staff promote a healthy lifestyle through balanced and nutritious meals. On the whole, families are supported, for instance by being offered advice about weaning and how to introduce a variety of foods. Children have opportunities to develop their physical skills both indoors and outdoors. Children learn to balance, climb and negotiate space safely as they move in different ways. Leaders take time to gather detailed information from parents when their children start, and tailor transitions for each child based on their individual needs. Leaders allocate a key person to every child, taking into consideration the child's initial bonding with staff during their transition to the setting. Staff spend time to support children newer to the setting, for example by co-regulating swiftly with babies. As a result of this, children form secure and warm attachments, which supports their wellbeing and emotional needs. Curriculum and teaching Expected standard Leaders monitor the curriculum well overall, and understand what they want children to learn at each stage and by the time they leave the setting. There is a clear focus on developing children's communication and language skills. Children develop their listening and understanding skills through daily songs and rhymes. Staff read stories with engaging expression, helping children to develop a love of reading. Group times are adapted to suit children of all ages, including children with barriers to learning. Key words are planned for and taught through direct teaching and modelling to increase children's vocabulary. Leaders place emphasis on personal, social and emotional development. Staff prioritise helping children to build secure attachments and learn routines to help them feel safe and ready to learn. Staff support mathematical development through counting activities, songs and rhymes. However, leaders recognise that they do not take all opportunities to teach a broad range of mathematical skills consistently. As a result of this, children miss out on opportunities to deepen their mathematical thinking and develop a wider range of mathematical knowledge and skills. Staff plan and provide activities that encourage children to be physically active. For instance, babies are encouraged to pull themselves up and stand to access activities. Older children develop balancing and climbing skills outside. However, staff do not consistently build on children's interests and emerging ideas during play. At times, children are redirected rather than being supported to develop their own ideas further. As a result, children have few opportunities to develop their independence, confidence and motivation to learn. Inclusion Expected standard Leaders and staff accurately identify children who need extra support. They generally use ongoing observations and assessment to identify emerging needs and adapt learning so that children can access the curriculum and participate fully alongside their peers. For example, some children benefit from transitional objects to support them to sit at mealtimes. As a result, children with special educational needs and/or disabilities, and those who speak English as an additional language, typically make progress from their individual starting points. Staff work closely with parents and carers to gather detailed information about their children's individual needs. On the whole, this helps staff to know children well and provide appropriate support. For example, staff use the same resources used at home to reduce overwhelm in noisier environments, such as on outings. Secure partnership working with parents helps to ensure that children and families receive the support they need. Leaders are undertaking special educational needs coordinator (SENCo) training to increase their knowledge and skills further. Overall, they consider how additional funding can be used to reduce barriers to learning and support children's ongoing development. Leaders typically seek and use advice from external professionals to ensure that an effective plan and approach is implemented that allows every child to learn and thrive. Leadership and governance Expected standard Overall, leaders understand the setting's strengths and areas for further development. This is achieved through regular monitoring, discussions with staff and direct involvement in practice. They are ambitious for all children, including children with special educational needs and/or disabilities. They seek and act on advice from external professionals to help improve the quality of teaching and learning. Leaders follow recruitment and vetting procedures to ensure that adults working with children are suitable. They check the ongoing suitability of staff through regular supervision, support and training. This helps leaders to identify areas for development and provide appropriate support. Leaders have an open and positive relationship with staff, where they encourage ongoing communication about workload and wellbeing. This results in a team that feels supported and works typically well together. Leaders and staff take time to form trusting relationships with parents and carers. They keep them informed about their children's progress. Parents speak positively about the setting and describe staff as caring, approachable and supportive. They value the regular communication they receive, and the strong relationships staff develop with their children. Leaders and staff maintain a welcoming provision where children are supported to learn and develop. What it's like to be a child at this setting Children are welcomed by warm, nurturing staff, ensuring a positive start to the day. They engage in a range of activities based on their interests. For instance, some children show Inspector: Ellie Mason About this setting enjoyment with mark making and others explore with water play. As a result, children are happy, settled and secure. This is shown as children approach new adults with curiosity and increasing confidence. Children enjoy daily stories, where staff use expression, songs and repetition to encourage participation. Children listen attentively, join in with familiar parts of the story and develop key skills to prepare them for their next stage of learning. Children achieve typically well from their unique starting points, given their individual needs and interests. All children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning, enjoy equal access to the learning experiences provided. Children who speak English as an additional language are supported through the use of key words from their home languages, gestures and consistent routines, helping them to understand and take part alongside others. Leaders work with parents to promote the importance of regular attendance. They generally share information well and value parents' contributions to their children's care and learning. Staff regularly communicate with parents to meet children's individual needs, including for children with SEND or those previously known to children's social care. All children thrive because of the two-way communication between staff and parents that results in staff meeting their individual needs. Next steps Leaders should continue to provide a broader range of learning opportunities to support mathematical development. Leaders should build more consistently on children's interests and emerging ideas to further promote children's independence, confidence and motivation to learn. About this inspection The inspector spoke with leaders, staff, parents and the special educational needs coordinator 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. Unique reference number (URN): 2850749 Address: 72a High Street Chilsehurst Bromley Kent BR7 5AQ Type: Childcare on non-domestic premises Registration date: 30/09/2025 Registered person: Ramas Daycare Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Bromley Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 16 September 2026 Children numbers Age range of children at the time of inspection 1 to 3 Total number of places 30 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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