Little Sunshine's Bromley

Little Sunshine's Bromley
Unique reference number (URN): 2718866
Address: Holmesdale Football Club 68 Oakley Road, Bromley, Kent, Bromley, Kent, BR2 8HQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/12/2022
Registers: EYR
Registered person: Sunshines Partnership
Inspection report: 31 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
Inclusion Strong standard
Leaders and staff demonstrate a highly effective and proactive approach to inclusion. They
use observations and assessments to quickly identify children's emerging needs. Children,
including those with special educational needs and/or disabilities (SEND) and those who
face barriers to learning, receive targeted support and timely intervention. For instance, staff
use a sensory room to support children who need a calm environment to promote learning
and emotional support. In addition, children benefit enormously from small-group activities
that are well planned and personalised. This supports children to develop their
communication skills.
Staff adapt activities skilfully to meet each child's individual needs, ensuring all children,
including those with SEND, can fully access the curriculum. Staff receive training and
supervision, supporting their understanding of how to implement a sequenced approach to
supporting children's needs. Leaders and staff monitor children's progress closely and
evaluate the effectiveness of the support provided.
Leaders and staff work effectively with parents and external agencies, such as the local
authority special educational needs team, to ensure a joined-up approach. Parents are fully
informed about how funding is used to support their child, and they report high levels of
satisfaction with their child's progress. All children, including those who face disadvantage,
make rapid progress and thrive in a highly inclusive environment.
Achievement Expected standard
Children make steady progress as they move through the setting. From their starting points,
children develop increasing confidence in speaking and listening. For instance, younger
children identify toy animals such as 'whale', 'shark' and 'giraffe'. Older children can identify
initial sounds in words such as 'mountain', 'snake' and 'insect'. Children confidently
incorporate new vocabulary in their play. They also enjoy playing games in large groups,
which gives them the opportunity to listen when others are speaking. This helps them to
build social skills and form meaningful friendships.
Children, including those with special educational needs and/or disabilities and those who
face barriers to their learning, develop the skills needed for their next stage of education.
They develop skills across all areas of learning, including physical development, early
mathematical language and counting. They name shapes, such as 'squares, 'triangles' and
'circles', and take part in games such as 'What's the Time, Mr Wolf?' In addition, younger
children move freely indoors and outdoors, selecting activities that interest them. This
supports their balance and spatial awareness. Older children walk along balancing beams,

which develops their core strength and coordination. Overall, children develop well-
coordinated movements and control of their bodies.
Behaviour, attitudes and establishing routines Expected standard
Relationships between staff and children are warm and caring. Staff respond sensitively to
children's needs, offering reassurance and encouragement. For instance, staff provide
children with cuddles when needed, helping them to feel comforted and emotionally secure.
This helps children to feel safe, enabling them to engage positively in their learning.
Leaders create a positive environment where expectations for behaviour are clear, age-
appropriate and generally understood by children. For example, children are familiar with the
setting's 'golden rules', such as using 'kind words' and 'good listening'. Overall, children are
friendly and behave well. At times, children have minor disagreements and are able to
resolve them without adult support. However, staff do not always use these opportunities to
teach children about the impact of their behaviour on others or to explore emotions in
greater depth. This limits children's understanding of feelings and how their actions affect
others.
Leaders promote attendance and punctuality by working closely with families. They follow
up on absences and maintain communication through systems such as the online childcare
app. This supports consistent attendance. Parents describe leaders as 'supportive' and
'approachable', which helps promote regular attendance and establish consistent routines
between home and the setting. This collaborative approach helps children to settle quickly
and engage confidently in their daily activities.
Children's welfare and wellbeing Expected standard
Staff build secure and trusting attachments with children. They implement group activities to
help children recognise and express their emotions. Children enjoy identifying happy and
sad faces and discussing situations that make them feel these emotions. They are
beginning to develop their confidence in using appropriate language to talk about their past
experiences.
Children are supported to develop an understanding of their physical development, health
and wellbeing. They follow hygiene routines, such as washing their hands before mealtimes,
and are encouraged to develop independence by serving nutritious food, pouring their own
water and managing their personal care. Staff closely monitor children while they sleep,
ensuring their safety and wellbeing.
Staff know children well and adapt their support to meet each child's individual needs.
Children with special educational needs and/or disabilities and those who face barriers to
learning receive targeted support. For example, staff use now and next visual timetables to
help children understand routines and manage transitions. Overall, routines are generally
effective. However, transition times are not always well organised. For example, during
mealtimes, children sometimes wait for an extended period without engaging purposefully.

This limits opportunities for learning and does not fully support children to remain engaged
in their learning.
Curriculum and teaching Expected standard
Leaders demonstrate a secure understanding of child development. They hold regular
discussions with staff to review the quality of teaching and the curriculum to identify areas
for improvement. They have designed a well-sequenced, inclusive curriculum that aligns
with children's developmental stages and interests. Staff use ongoing assessments to
identify what children know and can do. These assessments help staff create indoor and
outdoor environments that encourage children to explore, be curious and use their
imagination. For instance, children take part in nature walks where they collect sticks,
flowers and leaves. This supports their understanding of the natural world and helps them to
develop their sorting skills. Regular outings in the local community help children to
consolidate their learning and deepen their understanding of the world around them.
Children are confident and independent learners who actively engage in their environment.
Staff provide planned opportunities for all children to develop their physical, personal, social
and emotional development. Babies build towers, which supports their hand–eye
coordination. Toddlers participate in group activities that promote turn-taking and sharing.
Pre-school children follow instructions during yoga sessions, which help them to focus and
concentrate while developing strength and flexibility.
Staff promote children's language and communication across all areas of learning, including
the use of early mathematical language. They support children's language development
through a range of strategies, including reading books, singing nursery rhymes and
introducing new vocabulary. Staff and children engage in positive interactions throughout the
day. However, staff do not always use interactions effectively to extend children's thinking
and learning. As a result, children's learning is not always maximised.
Leadership and governance Expected standard
Leaders demonstrate a clear commitment to improving the quality of the provision. They
have a clear understanding of the setting's strengths and areas for further development.
Since the last inspection, they have worked diligently to strengthen practice across the
setting. Leaders are committed to providing an inclusive environment and to making
decisions in the best interests of all children, including those with special educational needs
and/or disabilities (SEND) and those facing barriers to learning. Leaders work collaboratively
with parents and external agencies to ensure children receive appropriate and timely
support. Children, including those with SEND, progress well across all areas of learning in
the early years foundations stage framework.
Leaders take effective steps to support staff wellbeing. For instance, leaders adapt staff's
work schedules to accommodate their personal circumstances. Regular communication and
teamwork contribute to a positive working environment. Leaders ensure staff participate in a
range of professional development opportunities, both face-to-face and online. However,
while training is in place, its impact is not always consistently embedded in practice. For

example, staff do not always use their knowledge effectively to extend children's thinking.
This limits opportunities for children to make the best possible progress in their learning.
What it's like to be a child at this setting
Children arrive at the welcoming, inclusive setting eager to begin their day. Staff greet them
warmly, and children settle quickly, confidently engaging in familiar routines. They choose
activities that promote a range of skills, including creativity, independence and physical
development. For example, children enjoy spreading glue on card and sticking items such
as coloured glitter, pom-poms and feathers to create their artwork. Staff give children praise
and guidance, helping them to develop confidence and resilience. Children show their social
skills, such as taking turns and sharing. They demonstrate that they feel safe, secure and
welcomed.
Leaders and staff understand children's learning needs and interests. They plan and
implement a well-sequenced and ambitious curriculum for all children, including those with
special educational needs and/or disabilities or those who face barriers to learning. Babies
explore sensory materials, including water and toy animals, while singing familiar nursery
rhymes. This supports their physical development and early communication. Toddlers build
on their experiences by using tools such as tweezers to transfer items from one container to
another. They confidently name colours and shapes. Staff help older children to extend their
learning as they use mirrors to observe their facial features and draw them in the sand tray.
Children are motivated to learn, and they confidently talk about their experiences. Children
are well prepared for the next stage of their education.
Leaders recognise the importance of promoting children's regular attendance and work
closely with families to ensure children attend consistently. Children enjoy a range of
experiences with their families, such as sports day, graduation day, Mother's Day and
Father's Day. These events help families to come together and feel involved in their child's
learning. In addition, they strengthen partnerships with parents and support children's sense
of belonging.
Next steps
Leaders should review the organisation of transition times to ensure children remain
engaged in their learning and maximise their outcomes.

Inspector:
Yemi Afolabi
About this setting
Unique reference number (URN): 2718866
Address:
Holmesdale Football Club 68 Oakley Road, Bromley, Kent
Bromley
Kent
BR2 8HQ
Type: Childcare on non-domestic premises
Registration date: 22/12/2022
Registered person: Sunshines Partnership
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Bromley
Facts and figures used on inspection
Leaders should support staff to enhance their interactions with children to further extend
children's thinking and learning experiences.
Leaders should strengthen systems for coaching and mentoring to help staff further
enhance practice.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator,
designated safeguarding leads, children and parents 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.

This data was available to the inspector at the time of the inspection.
This data is from 31 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
50
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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