Ark Start Brunel

Ark Start Brunel
Unique reference number (URN): 2813337
Address: Ark Brunel Primary Academy, Middle Row, London, W10 5AT
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/09/2024
Registers: EYR, CCR
Registered person: Ark UK Programmes
Inspection report: 17 March 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
Expected standard
Achievement Strong standard
Children make excellent progress from their starting points and are very well prepared to
transition between different stages of their education, including school. Children that leave to
attend school are incredibly confident and independent. They confidently stand up in front of
their peers and express themselves, share their ideas and their news, demonstrating
effective communication skills. Children are also highly independent. They are able to dress
themselves before going outside, help tidy up and set up the table at meal times, listening
and following instructions well.
All children, including those with special educational needs and/or disabilities or who
experience barriers to learning or wellbeing, fully engage in play and sustain high levels of
concentration. For example, children engage for long periods of time as they develop their
cutting skills with scissors. They talk about what they are doing and why they have to use
the scissors safely. Leaders work closely with schools and other settings children transition
on to and continue to develop the consistency and quality of interactions across their staff
team.
Leadership and governance Strong standard
Leaders are incredibly passionate about providing high-quality learning and care for
children. They constantly reflect and analyse the setting's strengths and weaknesses
effectively. quickly highlighting what they can do to improve the setting and therefore the
outcomes for children. For example, leaders are in the process of implementing further
training for staff around interactions and their curriculum and this is having a positive impact
of staff's practice in the rooms. Leaders and staff know their families incredibly well and
consistently engage with parents, including those who are harder to reach to ensure that all
children thrive in their development. For example, parents are kept up to date with their
child's learning through discussions, events, such as mothers day tea and regular meetings
and information evenings to support children's learning at home. Leaders also work very
closely with other agencies and are adaptive and responsive to the setting's changing
needs.
Leaders have high expectations of staff and professionalism is well embedded throughout
the nursery. Staff are incredibly well supported by leaders through supervision meetings and
onsite coaching and mentoring. Staff feel valued and looked after by the leadership team.
Behaviour, attitudes and establishing routines Expected standard
Staff build warm and trusting relationships with children. These relationships help children
feel a deep sense of belonging. Children confidently explore the warm and welcoming

environment and make independent choices in their play. Staff are positive role models for
children and manage children's behaviour well. They provide lots of gentle reminders, set
expectations and use resources such as timers and tidy up songs to support children to
understand what is expected of them. As a result, all children behave well and learn to be
kind and considerate. Children are learning to self-regulate and this is encouraged by staff
as they introduce games where children learn to play together and take turns.
Children have a positive attitude towards learning and staff have implemented an effective
routine throughout the day. However, at times the transitions between activities are not as
well organised and children can become less engaged and lose focus.
Leaders continue to promote children's ongoing attendance to parents and carers. They
work with parents to remove any barriers to attending. For example, leaders offer flexibility
for days and hours of attendance when appropriate. This enables children continue to attend
regularly and benefit from their time in the nursery
Children's welfare and wellbeing Expected standard
Leaders and staff provide nurturing care, enabling children to build positive relationships and
secure attachments with their key person or play partner. Staff know children's interests and
use these to create engaging learning opportunities adapting experiences for children who
may face barriers to their learning. Children seek cuddles and enjoy staff joining in their play,
which supports their sense of security and emotional wellbeing.
Mealtimes feel calm and relaxed. Staff have worked hard to create peaceful atmosphere.
Staff consistently role model good manners and hygiene practice, such as washing hands
before lunch. Children talk excitedly with their peers and key persons about healthy eating.
In the younger room, staff encourage children to feed themselves. Children practise using
cutlery and build independence. Older children enjoy helping to set the table and wait
patiently for their turn to collect their food.
Leaders and staff have established procedures that support children's welfare and well
being and these are shared with the parents. For example, staff provide parents with
information about transitioning to school or toileting to support them at home and provide
consistent messages for children.
Children are encouraged to do physical activities outside that support their wellbeing. They
enjoy being active, confidently use climbing equipment and play games with their friends.
Staff encourage them to think about how they can use the equipment safely, supporting
children's early understanding of how to take risks.
Curriculum and teaching Expected standard
Leaders have an accurate understanding of the quality of curriculum and teaching and a
clear plan in place to bring around improvement. Staff know the children well and
demonstrate a sound understanding of what they want children to learn and how they are
going to do it. They place a sharp focus on children's literacy and use the children's love of
books to enhance their curriculum and introduce new learning to children. Staff closely
monitor children's learning and plan a range of activities to meet their individual needs. For

example, babies enjoy finger painting with colours to develop their understanding of colours
and their fine motor skills. Older children enjoy exploring water with different sized
containers. Overall, the quality of teaching is effective. Staff interact well with children and
engage and support them through activities. This could be developed further and staff could
use all opportunities as a learning experience. Staff support children's early language skills
well. For instance, they interact at the children's level, talk about what children are doing and
for older children, ask questions to extend their learning.
Staff adapt teaching appropriately for disadvantaged children, those with SEND, those
known (or previously known) to children's social care and/or those who face other barriers to
learning and/or wellbeing.
Inclusion Expected standard
Leaders and staff effectively make differences to the children and families in their care.
Leaders and staff accurately monitor children's progress and quickly take steps to address
any gaps in children's learning. All children make good progress from their starting points.
The setting have a range of children that attend that face barriers to their learning, including
those with special educational needs and/or disabilities (SEND), those who are known (or
previously known) to social care and disadvantaged children.
Leaders work closely with other agencies and make sure that barriers that children face are
quickly addressed and actioned. This ensures children receive timely support. For example,
leaders have reached out to the local authority for more support around healthy lifestyles.
Staff know the children really well and implement a range of adaptions to support all children
and meet their individual needs. For example, staff introduce visual aids, timers and
timetables to support children in knowing what comes next and what is expected of them.
Leaders also make good use of additional funding, using it to purchase resources to meet
children's individual needs.
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 arrive eager and ready to begin their day. They confidently follow familiar routines,
and happily enter their rooms, showing they feel safe, secure and confident. They settle
quickly into play and staff provide consistent reassurance through nurturing and trusting
relationships. Staff are very nurturing and kind to children and implement effective settling-in
processes. Children show a positive sense of belonging and seek out staff for comfort when
needed. Babies are very well cared for and as they develop in confidence begin to explore
the activities on offer, watching in awe and wonder to start with before trying it for
themselves.
Staff know the children really well and plan a range of exciting activities based around their
interests and what they need to learn next. Staff skilfully adapt activities to support children
that face barriers to their learning to ensure that all children make good progress from their
starting points.
Staff have high expectations for children and encourage them to share and take turns
through games and different activities. Children are very confident and invite staff and their
friends into their play. For instance, children delight in making chalk pictures outside, this is
extended to taking turns as they draw around each other. Staff talk to them throughout the
activity introducing new vocabulary and asking questions to extend children's learning and
thinking skills. Young children enjoy exploring coloured sand as they develop their fine motor
skills. Staff encourage them to look at the different colours they are using and talk about
what they are doing to support young children's early language skills.
Next steps
Leaders should continue to embed staff's understanding of the curriculum and high-quality
interactions through further training
Leaders and staff should review how routines could be used more effectively to support
children's continual engagement in learning.
About this inspection
The inspector spoke with, leaders, staff, 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

Inspector:
Becky Phillips
About this setting
Unique reference number (URN): 2813337
Address:
Ark Brunel Primary Academy
Middle Row
London
W10 5AT
Type: Childcare on non-domestic premises
Registration date: 19/09/2024
Registered person: Ark UK Programmes
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00
Local authority: Kensington and Chelsea
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 17 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
58
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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