Bumble Bells - The Happiness Project Childcare

Bumble Bells - The Happiness Project Childcare
Unique reference number (URN): 2766824
Address: Greenwood Centre, 4 High Street, Green Street Green, Orpington, BR6 6BQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/02/2024
Registers: EYR, CCR, VCR
Registered person: Bumble Bells Ltd
Inspection report: 25 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
Overall, children, including disadvantaged children and those who face barriers to learning,
make positive progress from their starting points across all areas of learning. Children
engage in conversations and learn new vocabulary through play. They develop increasing
confidence in expressing their thoughts and feelings. Younger children begin to use simple
words and gestures. Older children speak in sentences, recall experiences and use a wider
range of vocabulary. For instance, younger children enjoy singing nursery rhymes with
actions. Older children learn and use vocabulary, such as naming flowers, including 'gladioli',
'roses' and 'daffodils'. Children are generally well prepared for their next stage of learning.
They demonstrate independence, follow instructions well and display positive behaviour,
such as sharing and taking turns. However, due to minor weaknesses in practice, children
do not consistently reach their full potential in their learning and development.
Behaviour, attitudes and establishing routines Expected standard
Leaders create a calm and organised environment with predictable routines. This supports
children to settle quickly and participate in daily activities. Children enjoy playing with their
peers and staff. For example, children work together to build tall towers with blocks and
proudly show their artwork. Staff praise them for their achievements and efforts, which
boosts their self-confidence.
Staff build trusting relationships with children. Children confidently approach staff for
reassurance and support, reflecting secure attachments. Routines are well established,
supporting children's independence. For example, children independently put on their coats
when they go out to play and wash their hands when they return indoors. Children are
emotionally secure and demonstrate increasing independence.
Leaders promote positive attendance and punctuality through ongoing communication with
parents and carers. They take a flexible and supportive approach to attendance, adapting
arrangements where needed to meet individual family circumstances. Parents report that
this flexibility benefits their family situation. This approach promotes regular attendance and
supports children's wellbeing.
Staff have clear expectations for children by implementing classroom rules, such as using
'kind hands' and taking turns. However, staff do not consistently explain why certain
behaviours are inappropriate, such as running indoors. As a result, children do not
consistently understand the impact of their behaviour on themselves and others.
Children's welfare and wellbeing Expected standard
Staff embed children's welfare and wellbeing in daily practice. They meet all children's care
needs sensitively and maintain effective hygiene routines. For instance, during nappy
changing, staff speak to children to help them feel comfortable and involved, while following
appropriate hygiene procedures.

The key-person system is well established. Parents are able to identify their children's key
person and speak highly of the support their children receive from them. Staff support
children's emotional development well. They use a range of strategies to help children to
recognise and name their feelings. This supports children to regulate their feelings. Children,
including those who face barriers to learning, enjoy reading books about their feelings,
supported by colour-coded resources that help them to express their emotions. Children
form secure relationships with staff, which fosters their emotional wellbeing.
Staff recognise the importance of promoting healthy lifestyles. Children are provided with
nutritious meals and have daily opportunities to play outdoors. Mealtimes promote children's
independence, as they serve and feed themselves and pour their own water while staff
ensure safe eating practices through close supervision. However, staff do not consistently
teach children about making healthy food choices to help them understand how these
choices affect their bodies. As a result, children do not develop a secure understanding of
healthy eating.
Curriculum and teaching Expected standard
Leaders work with staff to design and implement a curriculum that typically supports all
children's learning and development. Staff plan activities based on children's interests and
developmental needs, which contribute to their engagement and attention. While staff share
daily feedback with parents, including information about care routines and activities children
have engaged in, this does not consistently provide clear suggestions on how parents can
support their children's learning at home. This limits continuity of learning between the
setting and home and reduces opportunities to further extend children's learning.
The curriculum is sequenced to prioritise the prime areas to ensure that children develop
secure foundations before progressing to specific areas. For example, younger children
develop fine motor skills through manipulating play dough, while older children use tools,
such as scissors, with increasing control. This progression supports children in
strengthening the small muscles needed for writing.
Staff recognise the importance of developing children's communication and language skills.
They engage children in meaningful conversations and introduce new vocabulary during
play. Staff promote children's mathematical development through everyday experiences,
and children enjoy learning about different shapes. For example, they place shapes in the
correct openings in a shape sorter and compare the number of legs on toy dinosaurs.
Children's early mathematical and communication skills are developing well.
Staff prioritise children's personal, social and emotional development. They provide a secure
and nurturing environment where children feel a sense of belonging. Children receive
encouragement to make choices by choosing paint during creative activities. Staff are
responsive to children's needs, providing comfort and reassurance when needed. They
reinforce expectations such as sharing, waiting and using kind language. This approach
helps children to develop confidence, resilience and positive relationships with others.

Inclusion Expected standard
Leaders and staff are committed to identifying and meeting each child's individual needs.
They use observations and assessments to identify children's needs. For example, staff
identify children with speech and language delays promptly and support them through
targeted strategies. Leaders generally work in partnership with parents and carers, speech
and language therapists and the local authority inclusion team to review children's progress
and make necessary adjustments. Parents report positive progress in their children's
learning since enrolling at the setting. This collaborative approach helps children to access
tailored support that promotes their wellbeing and development.
Leaders are proactive in removing barriers to learning for children, including those who face
barriers to learning and disadvantaged children. They have a clear understanding of local
procedures for seeking support from external professionals and accessing additional
funding. Leaders use early years pupil premium funding to provide additional resources and
targeted support to meet the needs of individual children. For example, children benefit from
resources to extend their sensory experiences, one-to-one support and the use of visual
cards. These strategies help to narrow gaps in children's learning and improve outcomes for
disadvantaged children.
Leadership and governance Expected standard
There have been significant changes in leadership since the previous inspection, including
the appointment of new managers and several new staff. These changes have had a
positive impact on the day-to-day running of the setting. Leaders have worked proactively to
establish clear systems, improve organisation and support staff. This contributes to a
consistent and stable environment.
Leaders demonstrate a secure understanding of the setting's strengths and areas for
development. They have taken appropriate action to improve the provision, including
implementing a holistic curriculum and providing support for children, including
disadvantaged children and those who face barriers to learning. Self-evaluation is
developing and reflects an accurate awareness of priorities, such as further enhancing the
outdoor area.
Leaders consider staff wellbeing and workload, fostering a positive team culture. Staff report
feeling supported, with open communication and opportunities to raise concerns. Leaders
promote teamwork and offer flexibility when needed, which positively contributes to staff
morale. Staff complete mandatory training, including safeguarding and paediatric first aid.
However, there is less emphasis on professional development related to teaching and
learning to enhance staff's practice further.

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 at a warm, welcoming and nurturing environment. Staff greet children
positively and gather relevant information from parents and carers. This helps staff to meet
children's individual needs and adapt routines when needed. Children quickly settle into the
well-established routine. For example, they place their coats on their pegs and excitedly play
with their friends. Children demonstrate secure attachments with their key persons. Children
show that they are safe, secure and happy.

Inspector:
Leaders and staff provide a well-balanced and ambitious curriculum for all children to help
them build skills for their future learning. For example, during a planting activity, younger
children explore soil through sensory play, while older children learn about the life cycle of
plants and extend their vocabulary. Children confidently explore the well-organised
environment, choosing activities that interest them. Staff are attentive and responsive to
children's needs. They support children's emotional development and help them to name
and manage feelings, such as 'happy', 'sad' and 'angry'. Children are confident and self-
assured.
Staff have high expectations for children's behaviour. They provide children with clear and
consistent rules. Staff model respectful interactions by using polite language, such as
'please' and 'thank you'. Children take turns and share toys with their friends. They are polite
and friendly.
Leaders and staff create a stimulating environment that encourages children to learn. For
example, children experience an environment rich in language that helps them, including
those with language barriers, to develop their communication skills. Children develop a love
for books. Younger children enjoy cuddling with staff during storytelling sessions, while older
children recall key events from familiar books. All children are making progress from their
starting points and develop the skills needed for their next stage in learning.
Next steps
Leaders should support staff to review how information is shared with parents and carers
to support children's learning at home.
Leaders should support staff to promote healthy lifestyles further to extend children's
understanding of how healthy food choices support their growth, health and wellbeing.
Leaders should strengthen professional development by providing targeted training to
meet staff's individual needs so that they continue to build their skills, such as supporting
children's behaviour, and raise the quality of teaching.
About this inspection
The inspector spoke with leaders, managers, staff, special educational needs coordinators,
designated safeguarding leads, parents and carers 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.

Yemi Afolabi
About this setting
Unique reference number (URN): 2766824
Address:
Greenwood Centre
4 High Street, Green Street Green
Orpington
BR6 6BQ
Type: Childcare on non-domestic premises
Registration date: 26/02/2024
Registered person: Bumble Bells Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
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 25 March 2026
Children numbers
Age range of children at the time of inspection
0 to 3
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.
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. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright