Leys Children's Centre Nursery

Leys Children's Centre Nursery

Unique reference number (URN): EY388186 Address: 215 Wellington Drive, Romford, London, RM10 9XW Type: Childcare on non-domestic premises Registered with Ofsted: 07/03/2009 Registers: EYR, CCR Registered person: The London Early Years Foundation

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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.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

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.

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Children's welfare and wellbeing Strong standard

Leaders and staff demonstrate a thorough understanding of nurturing emotional bonds with children, including the youngest and most vulnerable. Babies thrive on cuddles, reassurance and consistent attention from staff during settling, play or when unwell. Staff tailor key- person relationships to each child's needs, supporting emotional security and promoting resilience.

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Children's welfare and wellbeing Strong standard

Staff consistently help children develop a secure understanding of health and safety, enabling them to make safe choices and manage risks confidently. For example, older children learn to use scissors correctly during activities. Staff prepare fresh, home-cooked meals on site and carefully monitor allergies and dietary needs. During mealtimes, staff sit facing children to encourage social interaction and promote safety.

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Children's welfare and wellbeing Strong standard

Staff actively support emotional development, teaching older children the language of emotions to express themselves confidently. Children enjoy regular outdoor play, which helps develop physical skills, coordination and confidence. Older children manoeuvre ride- on cars, balance plastic eggs on spoons and take part in group activities. Staff embed individual routines for feeding and sleeping and help children learn hygiene practices and healthy habits. Toddlers explore safely, splash in puddles under supervision and show growing independence. Children consistently demonstrate that they feel happy, confident and relaxed in the setting.

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Inclusion Strong standard

Inclusion is a strength of the setting. Leaders and staff work closely with parents to ensure consistency between home and the setting, sharing strategies and regularly reviewing children's progress. Children with special educational needs and/or disabilities receive tailored support that meets their individual needs, enabling them to close gaps in their learning.

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Inclusion Strong standard

Leaders use funding, including the early years pupil premium, to provide targeted resources and specialist equipment, such as adaptable bikes and bespoke tools. These resources enhance children's engagement, concentration and participation. Staff attend training to strengthen their communication skills. For instance, they teach children Makaton signs, promoting communication, empathy and respect across the setting. Staff advocate strongly for children and families. They engage with other organisations and professionals, sharing information promptly to ensure coordinated support.

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Inclusion Strong standard

Staff's focus on inclusion ensures that all children feel valued and participate fully. These highly effective inclusive practices enable children to make sustained progress from their individual starting points and prepare them confidently for the next stage in their education, while minimising barriers to learning and wellbeing.

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Achievement Expected standard

Children make positive progress across all areas of learning, including children with special educational needs and/or disabilities. They are developing knowledge and remembering what they have learned. For example, older children can recall different colours when using paints, younger children climb confidently on the indoor frame and toddlers anticipate the actions of familiar songs.

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Achievement Expected standard

Children are prepared for the next stage of their education, including school. They are confident, curious and demonstrate a love of learning. They express their thoughts and ideas openly and enjoy books, often sitting in the book area with staff to discuss stories and explore illustrations.

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Achievement Expected standard

Children show respect for resources, their environment and each other. They take responsibility for their surroundings, helping to tidy up and pack their toys away after use. They also communicate their feelings and needs effectively, for example knowing how to keep themselves warm when playing outdoors.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a positive environment where children generally behave well. Staff are kind and supportive, and children respond positively to their guidance. Staff frequently praise children and actively teach them to be kind, manage their feelings and cooperate with others. Warm, trusting relationships between staff and children support emotional security, confidence and willingness to explore.

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Behaviour, attitudes and establishing routines Expected standard

Staff organise daily routines, such as snack and mealtimes, so they remain calm and well ordered. Children sit together and feed themselves, promoting independence, confidence and self-care skills. Staff model the use of spoons to help babies acquire new skills. Trusted relationships allow babies to feel safe and confident to try new activities. For example, when a younger child hesitates on the indoor climbing frame, staff reassure them, and the child climbs confidently.

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Behaviour, attitudes and establishing routines Expected standard

Staff actively support children in collaborating and developing social skills. However, older children sometimes struggle to share resources and alert staff rather than resolving problems independently. This over-reliance on staff limits the development of children's problem-solving and independence skills, reducing their ability to manage minor conflicts on their own. Leaders emphasise attendance and punctuality and work closely with families to promote consistent routines, supporting children's development and readiness for learning.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum. They prioritise children's communication and language development. Staff talk with babies and younger children, repeat words and introduce new vocabulary during daily routines. For example, at snack time, staff name fruits and vegetables and describe tastes such as 'juicy' and 'sweet'. Staff carefully adapt activities so all children can access learning. For example, they build on toddlers' interests by naming objects and describing actions during play. Older children communicate their needs confidently and use an expanding range of vocabulary.

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Curriculum and teaching Expected standard

All children enjoy spending time outdoors, and staff support children's physical development by encouraging them to move in a variety of ways. Staff prioritise children's personal, social and emotional development. They name emotions and guide children to manage their feelings effectively. Staff support early mathematics well by counting steps, encouraging counting at snack time and naming colours during play.

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Curriculum and teaching Expected standard

Children make progress from their individual starting points, and, overall, staff demonstrate a secure understanding of children's developmental stages. However, on occasion, staff do not fully adapt their interactions to children's next steps in learning, which limits opportunities for some children to make the best possible progress.

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Leadership and governance Expected standard

Leaders maintain clear oversight of the setting and proactively identify the best ways to support children who face barriers to learning. They prioritise inclusion and promote an environment where all children feel included, helping them feel safe, valued and supported to make steady progress. Leaders use their knowledge of children and families to respond effectively to individual needs and ensure fair access to learning opportunities.

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Leadership and governance Expected standard

Leaders build effective partnerships with parents, providing continuity of care and education. Parents value the support they receive when facing challenges and speak positively about the nursery, leaders and staff. Leaders ensure consistent communication, enabling parents to remain well informed about their child's development and wellbeing.

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Leadership and governance Expected standard

Leaders prioritise safeguarding and strengthen staff knowledge through regular training and policy refreshers. They ensure that staff understand procedures and confidently identify and respond to concerns, protecting children's safety and wellbeing. Leaders also consider staff workload and wellbeing in their decision-making, ensuring that expectations remain realistic and that support is readily available. This thoughtful approach helps sustain a safe, positive and inclusive environment in which children, staff and families thrive.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Staff warmly welcome children and their families. Children arrive eager to explore. They confidently engage in activities that build curiosity, independence and social skills. Staff respond to each child's needs with kindness and respect. They help children form trusting relationships and feel safe. Staff notice children's interests and extend learning in the moment. For example, after observing a rainbow outdoors, children painted their own rainbows. They described colours, shapes and patterns while staff modelled language and supported exploration of the natural world. Children mixed paints, selected colours and demonstrated creativity and imagination.

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What it's like to be a child at this setting

Staff provide an inclusive learning environment. They know children and families well and take steps to reduce barriers to learning. Activities are adapted so that all children make progress from their starting points. Leaders understand the barriers children face. They are passionate about inclusion. They ensure that children with special educational needs and/or disabilities and children who are disadvantaged receive targeted support to bridge gaps or delays in learning, development and wellbeing. Children enjoy singing favourite songs with staff, who model language and extend learning through imaginative play, such as pretending to row boats together.

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What it's like to be a child at this setting

Children follow their own play ideas. They explore toys and resources independently. They use play dough and colourful sticks to make birthday cakes. Staff encourage them to describe shapes, colours and patterns, and prompt counting and early mathematical thinking. Children concentrate well as they play and become engrossed in their learning. They listen carefully to staff and persevere as they try new skills. For example, older children

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Address:

215 Wellington Drive Romford London RM10 9XW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The London Early Years Foundation

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Address:

Register(s): EYR, CCR keep trying to use sticky tape to join different materials during a sticking activity. Younger children wait in anticipation to hear the sounds that objects make during a listening activity.

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Next steps

Leaders should ensure that the agreed next steps for individual children are consistently implemented in daily practice to help children make the best possible progress. Leaders should consider ways to further develop older children's sharing skills so that they can resolve minor conflicts and disagreements independently.

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About this inspection

The inspectors spoke with leaders, staff, including those with safeguarding responsibilities, and parents during the inspection.

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About this 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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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.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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