Medua Bilingual Nursery

Medua Bilingual Nursery
Unique reference number (URN): EY544590
Address: 2 Falconwood Parade, WELLING, Kent, DA16 2PL
Type: Childcare on non-domestic premises
Registered with Ofsted: 14/06/2017
Registers: EYR, CCR, VCR
Registered person: Achapu, Theresa Kate Medua
Inspection report: 10 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.

Expected standard
Achievement Expected standard
All children, including those with special educational needs and/or disabilities or with barriers
to their learning, are making secure progress from their starting points. For example,
children are extending their vocabulary and joining words together to talk in short sentences.
This has supported children to develop their friendships and social interactions with their
peers.
Children demonstrate their self-help skills as they wash their hands and put on their shoes.
They engage in craft activities and master cutting with scissors, which strengthens their fine
motor skills. Children proudly show their work and receive praise for their efforts, which
builds on their self-esteem. Older children are confident to support their younger peers.
However, children are not consistently challenged or encouraged to problem solve before
being supported or given the time to answer questions. This limits their opportunities them to
develop the skills and build resilience to face new challenges independently.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff have worked hard to address their previous actions from their last
inspection regarding managing children's behaviour. All staff have worked with the local
authority and completed training to increase their knowledge and develop their skills further.
They have typically established a calm environment where staff deploy effectively to support
children's learning across activities and the different areas. This ensures children are kept
safe.
Staff develop positive relationships with children. They provide regular praise and
encouragement and remind children of the nursery rules at a level of their understanding.
This ensures children of all ages understand what is expected of them. All children behave
well, they share resources, work with their peers and take turns. They listen to staff, use
good manners and help with tasks like tidying away the toys. Children are supported to be
independent with accessing their drinks, feeding themselves and peeling fruit at lunch time.
Staff engage with children while they wait to come inside or queue for the bathroom. This
ensures development continues during routines and supports children to have a positive
attitude to their learning. Leaders and staff follow up on children's absences. They work with
parents and other professionals to highlight the importance of punctuality and attendance to
maximise children's learning and future success.
Children's welfare and wellbeing Expected standard
Staff place a high priority on children's welfare and wellbeing. They are generally attentive to
children's individual needs and work with parents to stay updated on any changes. The
effective key person system ensures children develop secure attachments, and feel safe
and secure. Young children show they are confident to explore and return for cuddles or

reassurance when needed. Staff teach children about different emotions and help them to
understand the feelings of others.
Staff are proactive in supporting all children, including those with special educational needs
and/or disabilities. They position themselves to ensure children who need additional support
can hear and understand. This enables all children to participate and take care of their
personal needs with increased independence. Staff supervise children during mealtimes and
while they are sleeping to keep them safe.
Staff promote the importance of following good hygiene routines and healthy eating.
Children remember and talk about the nursery trip to the dentist and know why they need to
maintain cleaning their teeth every day. Staff support children to learn about safety as they
use scissors carefully. They guide children to be aware of others as they ride the bikes in the
garden, helping them to avoid accidents.
Curriculum and teaching Expected standard
Leaders and staff have high expectations for all children. They plan and provide a broad
curriculum which builds on children's prior knowledge and experiences. Staff show their
understanding of child development. They know what they want children to know and learn,
to prepare them for future learning and subsequent move to school. Staff use observations
and identify children's next steps in learning. They plan activities to give children time to
practise their skills and knowledge before moving them on. This ensures all children have a
solid foundation to their learning.
Staff place a high emphasis on supporting children's communication and language
development. They engage children in conversations, provide commentary and introduce
new vocabulary. Staff adapt their teaching and support children with special educational
needs and/or disabilities effectively. For example, they use visual clues, repeat words and
support pronunciation to help their language skills. This supports children's emotional
wellbeing. Children develop their physical and social skills as they ride bikes, build using
bricks with their peers and draw with chalk. Staff encourage children to count as they play to
extend their understanding of number. However, mathematics is not fully embedded
throughout the curriculum to consolidate or extend children's learning further.
Inclusion Expected standard
Leaders and staff work with parents from the start. They seek information which helps them
to get to know children well and understand their needs. Staff use observations and ongoing
assessments to track children's progress, including completing the progress check between
the ages of two and three years. Staff swiftly identify any gaps in learning and address these
to ensure children can continue to make the best possible progress.
Leaders work in partnership with other professionals and make timely referrals to support
children with special educational needs and/or disabilities, those known (or previously
known) to children's social care and those who face other barriers to their learning and/or
wellbeing. They keep parents updated with their children's progress and share ideas to
continue learning at home.

Staff support children's communication and language development, and run targeted
support sessions developed from training with the local authority. This encourages children
to work with staff in small groups and focus on their communication. Leaders acknowledge
this support is helping children to make progress. Additional funding is used to purchase
resources that meet and reflect on children's individual needs. This helps to reduce any
barriers to their learning.
Leadership and governance Expected standard
Since the previous inspection leaders and staff have made significant improvements
supported by the local authority. They have addressed the previous actions and
recommendations to make improvements to their practice and in turn benefit the children.
Staff have completed further training to support them in managing children's behaviour and
policies are in place to ensure all staff deploy themselves effectively. This ensures children
are kept safe and continue to learn through their play. Staff now promote a love of books
and ensure they are kept in good condition for children to enjoy.
Leaders regularly monitor staff practice. Together with staff they reflect on their practice and
the service they provide well overall. They generally identify areas of strengths and where
further improvements can be addressed. All staff receive regular supervisions and set
targets to make changes. They feel their wellbeing is supported and manage their workloads
effectively. Leaders have established secure partnerships with parents and other
professionals which supports children with special educational needs and/or disabilities and
those transitioning to school.
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

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary 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 happy to attend this home-from-home nursery. Staff provide a warm and
friendly welcome on arrival. They offer cuddles and reassurance, which helps children to
settle quickly, and feel safe and secure. Children are encouraged to be independent. They
take off their shoes and coats on arrival and hang them on their named pegs. This gives
them a sense of belonging. An established key person system is in place, which helps staff
get to know the children well from the start. Staff gather information from parents and use
this to plan the curriculum. They build on children's interests and their previous experiences
to extend their learning.
Children benefit from a broad range of planned activities. Staff aim to sequence children's
learning and promote their interactions and social skills. For example, children use their
imaginations as they make pretend beds for their babies with large bricks. They add
additional resources, such as pillows, and talk to staff about how they care for their babies.
Younger children delight in using props as they enjoy listening to stories. They learn names
of animals and repeat the sounds they make. Children explore the environment and develop
their fine motor skills. They use scoops to fill buckets and pour sand. Staff demonstrate and
encourage children to make marks with sticks in the cornflour and draw with chalk, which
helps to develop children's small muscle control for future writing.
Staff have high expectations for all children. They actively engage and encourage
communication with children as they play. They provide clear explanations and add
additional support for those children with special educational needs and/or disabilities and
those with barriers to their learning. This enables all children to participate, enjoy their
learning and make secure progress from their starting points. Leaders are proactive in
supporting regular attendance.

Inspector:
Helen Craig
About this setting
Unique reference number (URN): EY544590
Address:
2 Falconwood Parade
WELLING
Kent
DA16 2PL
Type: Childcare on non-domestic premises
Registration date: 14/06/2017
Registered person: Achapu, Theresa Kate Medua
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30,Saturday :
10:00 - 12:00
Local authority: Bexley
Next steps
Leaders should strengthen the curriculum to ensure mathematics is fully embedded and
supports all children to develop the skills and knowledge they need to excel in their
learning.
Leaders should strengthen staff practice to ensure children are consistently encouraged
to problem-solve and try things for themselves, to build on their resilience and raise their
level of achievement even higher.
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
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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
20
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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