Enchanted Wood Preschool Ltd- Bexley Park

Enchanted Wood Preschool Ltd- Bexley Park
Unique reference number (URN): 2782838
Address: Bexley Sports and Social Club, Calvert Drive, Dartford, Kent, DA2 7GA
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/04/2024
Registers: EYR, CCR
Registered person: Enchanted Wood Preschool Ltd
Inspection report: 1 May 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.

Exceptional
Achievement Exceptional
Children's achievement is excellent. As such, children seamlessly move to their next stage
of education remarkably well. Children move from specialist provision to mainstream school
flawlessly. Children with special educational needs and/or disabilities, and those facing
significant barriers, challenges and disadvantage develop incredibly well, achieving
significantly above age-related expectations, making rapid progress from the start. Children
benefit from incredibly effective interventions that are highly focused and support them
immediately. For example, children learn to communicate straightaway through an
impressive array of personalised methods, such as using sign language, and visual boards
to enable them to advocate for themselves and communicate their needs and wants. Babies
press picture buttons to make choices about feeding, changing and sleeping. Older children
develop excellent language and mathematical skills when den building together,
demonstrating highly remarkable levels of patience and resilience. As such, all children are
exceptionally well prepared to transition to specialist or mainstream settings and schools.
Inclusion Exceptional
Leaders have a tremendous and transformational impact on children and their families,
demonstrating that inclusion underpins all that they do. Leaders provide awe-inspiring
support for those children who have special educational needs and/or disabilities, and those
who face significant barriers, challenges and disadvantage to their learning and
development. This flawless focus on inclusive practice is highly commendable and is at the
heart of everything that leaders do.
Leaders are admirable in their relentless pursuit of the highest standards for children and
their families. The creation of their own bespoke training academy ensures that staff receive
an immensely impressive level of continuing professional development, directly impacting on
the excellent support that they offer. Children benefit from incredibly personalised
adaptations, aids and adjustments, which are meticulously reviewed and assessed. This
ensures that children continually access every opportunity to develop their knowledge and
skills.
Leaders use every available avenue to seek additional funding to enable families to access
highly specialist support, reducing barriers from the very start. For example, children and
families benefit enormously from the therapeutic classroom environments and specialist
support centre. Leaders' relentless focus on inclusion means that they have developed
astonishingly impressive links and partnerships in the local community and far beyond to
ensure they continually advocate for children and families. Parents and carers share that the
support, care and guidance they receive has transformed their own and their children's lives.
Leadership and governance Exceptional
Leaders are resolute and unwavering in their approach to excellence. They have an
exemplary focus on accurately identifying areas for continued development and are

Strong standard
incredibly ambitious for all children and their families. What they offer and strive for is unique
and inspirational. Leaders are incredibly passionate and driven. Their vision is to ensure that
every single child and family accesses the support, care and guidance they need to
transform their lives. Their training academy is incredibly highly regarded not only locally, but
across the country and beyond, and they provide extensive support for settings, schools and
specialist provision to influence change. They have recently been nominated for awards for
their exceptional focus on inclusive practice. Leaders recognise how their expertise can
transform lives. For example, their incredible work with their local authority and other local
authorities across London has shaped provision for those with special educational needs
and/or disabilities, and those in social and foster care. This remarkable impact has secured
transformational outcomes for children and young adults.
Leaders offer staff incredible professional development opportunities and experiences,
resulting in amazing outcomes for staff's wellbeing and prospects. As such, staff are
incredibly dedicated and passionate about their roles and are unanimous in their praise for
leaders. They continually demonstrate a deep understanding and commitment to all children
and families. Reflection, collaboration and superb teamwork are at the very heart of this
focus on staff's continued development, which is praiseworthy. As such, staff continually
strive to be the very best that they can be, resulting in excellent outcomes for children and
families.
Behaviour, attitudes and establishing routines Strong standard
Children's attitudes to learning are excellent. Leaders provide a calm, highly nurturing
environment where children feel safe, secure and ready to learn. Children are extremely
curious and deeply engaged due to an ambitious and highly motivating curriculum. Babies
concentrate for significant amounts of time, finding different puzzle pieces with staff. Older
children spend a long time learning to use different woodwork tools. They show high levels
of patience and persistence as they develop their skills very well.
Staff use consistent strategies and routines to help children manage their own feelings and
emotions. Older children settle immediately to take part in their daily mindfulness session.
Children demonstrate high levels of kindness towards each other. For example, they pull out
chairs for their friends to sit next to them. Babies smile and pat their friends, inviting them to
join in their play. Children display excellent manners and are highly respectful towards each
other.
Children with special educational needs and/or disabilities, and those facing significant
barriers, challenges and disadvantage are very well supported with clear visual structures,
targeted strategies and sensitive adult support. Excellent relationships with parents and
carers ensure that all children attend regularly and benefit fully from the curriculum and
enrichment programme. Consequently, children are incredibly well prepared for their next
stage.

Children's welfare and wellbeing Strong standard
Leaders ensure that children's welfare and wellbeing are at the heart of what they offer. Staff
ensure that they obtain incredibly comprehensive information about children, including their
individual needs, interests and next steps, before children start. For example, babies and
children who only started the day before settle in immediately due to the robust and bespoke
settling-in processes. Staff are highly responsive to children and families' changing
circumstances, offering highly tailored support with routines for sleeping, weaning and
feeding.
From the very start, babies and children are encouraged to make their own choices, have
their voices heard and advocate for themselves. Babies learn to make choices about sleep,
changing and mealtimes, pressing picture buttons to express their desires. Older children
learn how to keep themselves safe when using tools and exploring the forest school. They
learn about the importance of being outside in nature on their mental health and express the
importance of caring for the world around them.
Children with special educational needs and/or disabilities, and those facing significant
barriers, challenges, disadvantage and vulnerabilities are encouraged to manage their own
feelings and emotions very well. For example, children learn highly effective strategies from
incredibly kind and caring staff to support them to self-regulate. Children demonstrate their
understanding and involvement when joining in with deep breathing, meditation and
mindfulness sessions. This directly impacts on children's positive emotional wellbeing, self-
esteem, self-belief and development of strong attachments.
Curriculum and teaching Strong standard
Leaders ensure that the curriculum is of consistently high quality, ambitious and remarkably
inclusive. Staff have a very thorough understanding of children. Assessment and tracking
systems are continually refined, enabling staff to swiftly identify, reduce and remove barriers
to learning. Children benefit from bespoke and personalised support plans. Staff are
incredibly skilful in adapting and adjusting what they offer to meet children's specific needs.
Children's understanding of the world is highly embedded through access to the on-site
farm, forest school and rescue centre, providing real-life hands-on learning opportunities.
Children benefit from rich, varied and very meaningful experiences to enhance their skills,
knowledge and understanding. For example, babies explore early sounds through
participation in musical games. Pre-school children use interactive picture boards to build
extensive sentences and stories. This supports children's vocabulary and language
successfully.
High-quality interactions between adults and children are a strength. The curriculum for
mathematics is very carefully sequenced, enabling children to build on what they know,
extending and enhancing their understanding most effectively. Physical development is
carefully planned to reflect children's age and stage of development. Babies learn to climb
and balance from the start. Older children learn to use large spades and woodwork tools
with skill. Children with significant barriers to their learning and those with special
educational needs and/or disabilities, who could not hold a pencil when they started, can

now write their names in full. Children play together very well, developing firm friendships
and very strong bonds.
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 who attend this setting experience an extraordinary and exceptional start. Leaders
are visionary and extremely ambitious in their approach to including everyone and
encouraging them to flourish. Children with special educational needs and/or disabilities,
and those who face significant barriers and challenges, including disadvantage and
vulnerabilities, are superbly included from the outset. The incredibly bespoke approach that
these children receive enables them to thrive and achieve beyond all expectations.
Staff know their children and their backgrounds and families exceptionally well. They ensure
that they individualise and tailor their approach to every child, understanding children's often
complex needs. Children and their families benefit from a bespoke process enabling every
child to feel completely comfortable, calm and content when settling in. Children develop
warm, trusting and remarkable bonds with passionate and committed staff who are
incredibly responsive to children's individual needs. Information gained from parents and
carers before children start at the setting is exceptionally comprehensive. This promotes a
highly consistent and seamless experience for all children throughout the setting.
Children develop highly impressive skills, knowledge and understanding across all areas of
learning. Leaders and staff work impeccably well together to ensure that all children access

Inspectors:
Sonia Lee
Victoria Salisbury
About this setting
Unique reference number (URN): 2782838
Address:
Bexley Sports and Social Club
Calvert Drive
an incredibly inclusive environment, which is tailored to their specific needs. For example,
leaders go above and beyond to invest in and create unique spaces for children that
encourage their deep exploration and engagement. Babies learn to overcome barriers, such
as trust, relishing opportunities to learn to love and care for animals at the on-site rescue
centre. They develop astounding relationships with staff, which support their emotional
wellbeing highly successfully. Older children sustain incredible levels of concentration when
learning to create stories using communication aids that support them to connect sentences
and master the use of extensive vocabulary. Leaders and staff provide limitless opportunities
for parents to access the setting, enabling their children's excellent attendance, including
offering bespoke and personalised support in the home and beyond. As such, all children
achieve rapidly from their starting points, transforming their outcomes.
Next steps
Leaders should ensure a continued focus on demonstrating a sustained and
transformational impact across all aspects of the setting's work.
About this inspection
The inspector spoke with leaders, staff and parents and carers during the inspection.
The inspection started on 1 May 2026. An inspector returned on 2 September 2026 to
gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and
gathering additional evidence policy.
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.

Dartford
Kent
DA2 7GA
Type: Childcare on non-domestic premises
Registration date: 12/04/2024
Registered person: Enchanted Wood Preschool Ltd
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
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 1 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
114
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.
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