URN 2832534 · Inspected 2026-04-22 · Published 2026-06-09 · Inspector: Laura Brewer
Zeeba - Royal Arsenal Unique reference number (URN): 2832534 Address: 62 Duke of Wellington Avenue, LONDON, SE18 6SS Type: Childcare on non-domestic premises Registered with Ofsted: 29/05/2025 Registers: EYR Registered person: Bright Stars Nurseries UK Limited Inspection report: 22 April 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 Achievement Strong standard All Children make excellent progress from their starting points across all areas of their learning and development. They demonstrate highly effective communication and language skills and are confident speakers who engage readily in conversations with adults and their peers. Children who require additional support benefit from highly effective targeted teaching strategies that successfully promote and extend their language development. Children show high levels of concentration and engagement as they learn new skills. They develop a genuine love of books and stories from a young age and make meaningful links between what they read and their role play experiences. For example, children enthusiastically use cookery books within the home corner to recreate familiar experiences. Children demonstrate high levels of independence from an early age. Younger children carefully drink from cups without lids, while older children confidently manage their personal care routines independently. They confidently use the hygiene stations, where they look in the mirror to wipe their noses and carefully dispose of tissues safely. Children are physically confident and relish opportunities to explore the outdoor environment with energy, curiosity and enthusiasm. Behaviour, attitudes and establishing routines Strong standard Strong leadership ensures staff provide a caring, nurturing and highly inclusive environment where children feel safe, secure and valued. Staff have high expectations for children's behaviour and, as a result, children behave exceptionally well. Well established familiar routines help children feel secure and confident because they know what to expect throughout the day. Transitions between routines are managed exceptionally well. Staff take considerable time to ensure children move calmly between activities and are not rushed. This successfully promotes children's emotional wellbeing and security. For example, after lunchtime, children enjoy a quiet story session to rest and digest their food before nap time. Children's independence is consistently promoted well. They confidently put on their own coats and manage important self-care tasks. They eat independently, receiving encouraging praise from staff which supports their self-esteem and confidence. Staff build warm, trusting relationships with children and know them exceptionally well. Key persons carefully consider children's individual needs and adapt routines effectively, so all children benefit fully from the high quality learning environment. Staff are excellent role models and place high priority on helping children to recognise, express and manage their feelings and emotions. Staff work closely with parents to support children's regular attendance so that children receive the most out of their early education. Children's welfare and wellbeing Strong standard Leaders and staff give the highest priority to children's welfare and wellbeing. Children are exceptionally happy, settled and confident. They demonstrate great enjoyment in their play and learning throughout the day. Key people form strong and nurturing relationships with children, enabling them to develop close and trusting attachments. Young children readily seek comfort and reassurance from familiar staff. They snuggle into staff for cuddles and are calmed through warm and sensitive interactions. Staff are highly attentive and quickly recognise when children need additional emotional support. Babies are gently taken to calm spaces where they are soothed and comforted effectively. Older children are supported to recognise and explore their emotions. Staff expertly use stories and books to help children deepen their understanding of feelings and how to express themselves positively. Leaders are highly ambitious for all children, including those with barriers to their learning. They work closely with parents and other professionals to ensure children receive targeted support that enables them to thrive. Children are safe and learn how to manage risks independently. Staff carefully plan and supervise outings to ensure children's safety at all times. Children's health is promoted exceptionally well. They benefit from extensive opportunities for outdoor play that support their physical development effectively. Children enjoy healthy and nutritious meals and learn about healthy lifestyles through meaningful activities, such as practising tooth brushing using the 'big teeth' activity. Curriculum and teaching Strong standard Leaders implement a high quality curriculum that supports children's development effectively across all areas of learning. A strong emphasis is placed on developing children's language and communication skills. Leaders and staff ensure children build secure foundations for future learning by prioritising children's personal, social and emotional development. Staff provide children with many opportunities to develop independence and confidently manage their own personal needs. They work closely with parents to support toilet training and help reduce children's reliance on pacifiers so that children can fully benefit from opportunities to practise their speech and language skills. The indoor and outdoor learning environments are carefully planned to provide stimulating and exciting experiences that capture children's interests. Babies delight in exploring a wide range of sensory experiences as they investigate different textures and materials. Staff consistently sing songs, share stories and engage children in meaningful conversations throughout their play. Staff skilfully introduce new and varied vocabulary and naturally weave mathematical concepts into everyday experiences. Children's physical development is given high priority. Children benefit from extensive outdoor play opportunities and regular outings within the local community, which broaden their experiences and understanding of the world around them. Staff support children exceptionally well to prepare for the next stage in their learning. They encourage children to try things independently while adapting teaching effectively to meet their individual needs. Excellent assessment systems ensure children's progress is monitored closely and that meaningful next steps are identified to help all children make the progress they are capable of. Inclusion Strong standard Leaders and staff know children and their families exceptionally well. They work closely with parents to gain a precise understanding of children's individual needs and ensure that targeted support and interventions are consistently implemented. Highly effective systems help staff to identify and assess children's development accurately. Staff work effectively with parents and other professionals, where appropriate, to ensure that concerns are addressed swiftly. This enables targeted interventions to be introduced at the earliest opportunity and helps reduce potential barriers to learning. Leaders and staff place a particularly strong focus on supporting children's language and communication development, including for children who speak English as an additional language. Staff proactively gather key words and phrases from parents in children's home languages to support children's understanding of routines and daily experiences. They also use signs and visual prompts to support more effective communication strategies such as when it is time to eat or rest. These help children to understand the routines, form relationships and build confidence. Regular observations and assessments help staff identify children's next steps in learning and any areas where additional support may be needed. Staff benefit from targeted training that strengthens their knowledge and equips them with effective strategies to create a highly inclusive environment where all children make the best possible progress. Leadership and governance Strong standard Leaders and managers are highly ambitious and demonstrate a clear vision for continuous improvement. They are reflective and evaluative in their practice and consistently strive to provide children with the best possible experiences. Recent improvements to babies feeding arrangements provide stronger oversight and help ensure that children's individual needs are consistently met. The manager is exceptionally passionate about ensuring all children achieve their potential, particularly those who may face barriers to their learning. Additional funding is used highly effectively to provide resources and experiences that further support children's development, particularly in promoting children's language and communication skills. Staff very much enjoy working at the setting and say they feel highly valued and well supported by leaders. Leaders place a strong emphasis on staff wellbeing, which helps staff remain motivated and in a strong position to provide warm, nurturing care for children. Staff benefit from excellent professional development opportunities. Several staff are progressing towards higher level childcare qualifications, while targeted training courses further strengthen their knowledge and practice. For example, recent training on supporting children's emotional development has significantly enhanced staff's ability to help children recognise and communicate their feelings, contributing to a calm and harmonious environment. Partnerships with parents, other professionals and the local community are exceptionally strong. Effective links with local schools, support children's transitions successfully and help minimise potential anxieties. Parents speak highly of the setting and praise the significant progress their children make. They comment that children arrive at the setting eagerly with smiles and are excited to join the staff who they describe as nurturing, kind and caring. Leaders continually monitor practice and provide insightful guidance and support so that staff continually build on the excellent care and learning practises provided for children. What it's like to be a child at this setting Children thrive and achieve exceptionally well at this highly inclusive setting. They are happy, confident and eager to explore the wide range of stimulating and carefully planned learning experiences available to them. All children, including those who face disadvantage or barriers to their learning, such as children with special educational needs and/or disabilities (SEND), benefit from a highly inclusive curriculum that supports their individual needs effectively. Staff know children extremely well and adapt their teaching successfully to help all children make the best possible progress. Children's interests are central to curriculum planning and help to deepen their learning and development. For example, children's enthusiasm for mini beasts and planting is used skilfully by staff to extend children's understanding of the natural world through a range of engaging activities and discussions. Staff adapt experiences thoughtfully so that all children can participate fully and gain the most from their time at the setting. Children form warm and trusting relationships with staff. Babies and young children seek reassurance from familiar adults, snuggling close for comfort and security. Older children are highly sociable and develop strong friendships. They engage confidently in conversations with staff and one another. For instance, during a treasure hunt activity, children excitedly share ideas and learn to listen respectfully to the views of others. Staff consistently celebrate children's achievements, helping children to develop high levels of confidence and self-esteem. Children beam with pride when their efforts are recognised. Children feel safe and secure because staff provide consistent nurturing care and attention. Their home experiences are highly valued. Individual photo boxes containing pictures of family members help children remain connected to home and provide comfort and reassurance when needed. These thoughtful approaches strengthen children's sense of belonging and help them learn positively about themselves and others. Partnerships with parents further enrich children's experiences. Parents are invited into the setting to share their skills and experiences, such as talking to children about different occupations and roles within the community. This helps children to develop a broader understanding of the world around them and helps them to make connections with others. Next steps Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all Inspector: Laura Brewer About this setting Unique reference number (URN): 2832534 Address: 62 Duke of Wellington Avenue LONDON SE18 6SS Type: Childcare on non-domestic premises Registration date: 29/05/2025 Registered person: Bright Stars Nurseries UK Limited Register(s): EYR Operating hours: Local authority: Greenwich Facts and figures used on inspection This data was available to the inspector at the time of the inspection. children's achievement and wellbeing. About this inspection The inspector spoke with leaders, staff, those responsible for safeguarding and special educational needs, 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. This data is from 22 April 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 125 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. 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