Little Acorns Day Nursery

Little Acorns Day Nursery

Unique reference number (URN): 2807354 Address: Little Acorns Day Nursery, 13 Exbury Road, LONDON, SE6 4NB Type: Childcare on non-domestic premises Registered with Ofsted: 03/10/2024 Registers: EYR Registered person: BBAK BUSINESS LTD

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Children achieve well from their individual starting points and develop the knowledge, skills and confidence they need for their next stage of learning. Babies develop secure early communication skills through meaningful interactions with attentive adults. This helps them communicate their needs, build relationships and engage confidently with the world around them.

p.2

Achievement Strong standard

Toddlers and older children make positive progress across all areas of learning. For example, children discuss events in stories, use mathematical language during play and confidently engage in mark-making and writing activities. They apply previously learned knowledge and skills in different situations, demonstrating that they remember and build on what they already know. For example, children group and count objects during play and everyday routines. This helps children become confident learners who approach new experiences with curiosity and enthusiasm.

p.2

Achievement Strong standard

Children with special educational needs and/or disabilities make positive progress because practitioners tailor support carefully to their individual needs. As a result, children develop increasing independence, resilience and confidence and are well prepared for their next stage of learning, including school.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders establish a calm, nurturing and inclusive culture where children develop highly positive attitudes towards learning and behaviour. Practitioners have consistently high expectations and support children to understand routines, build positive relationships and show respect for others. Leaders work closely with families to promote regular attendance. This helps children benefit fully from the rich learning experiences, positive relationships and well-established routines that support their development and wellbeing. Children feel secure, behave well and engage enthusiastically in nursery life.

p.2

Behaviour, attitudes and establishing routines Strong standard

Practitioners build warm and trusting relationships with children and use their secure knowledge of individual needs to provide effective support. For example, practitioners encourage children to play alongside their peers, share resources and take turns during activities. This helps children develop important social skills, build friendships and learn to consider the needs of others. Children with special educational needs and/or disabilities are supported particularly well. For example, practitioners use calming spaces, sensory resources and personalised strategies to help children understand and manage their emotions. This helps children participate confidently in activities, develop positive relationships and access learning successfully.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders establish routines that help children develop increasing independence and manage their emotions. For example, practitioners use songs and visual prompts to prepare children for transitions between activities and daily routines. This helps children understand what is happening next, move confidently between experiences and manage change successfully. Practitioners consistently recognise children's efforts and achievements. This helps children develop resilience, persevere with challenges and take pride in their accomplishments. Children demonstrate excellent levels of engagement, concentration and cooperation and are well prepared for their next stage of learning, including school.

p.2

Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of the nursery's work. Practitioners know children exceptionally well and build warm, trusting relationships with them. This helps children feel safe, secure and valued. Practitioners respond sensitively to children's emotional needs and provide reassurance when needed. As a result, children develop confidence, emotional security and strong relationships with familiar adults.

p.3

Children's welfare and wellbeing Strong standard

Leaders actively promote children's physical health and wellbeing. For example, they provide nutritious meals that are freshly prepared on site and carefully adapted to meet children's individual dietary needs. Practitioners sit alongside children during mealtimes, encouraging conversation and supporting safer eating practices. This helps children develop healthy eating habits and positive social skills. Leaders ensure that all practitioners attend training in safer sleep, so practitioners follow effective sleep procedures that help children rest safely and comfortably. They also promote healthy lifestyles through daily routines and learning experiences. For example, children learn about oral health through stories, discussions and activities that encourage good dental hygiene. Leaders work closely with health professionals and families to support children's health and development. This helps children establish healthy habits that support their future wellbeing.

p.3

Children's welfare and wellbeing Strong standard

Children develop high levels of independence through well-established daily routines. For example, children confidently clear away after meals, sort cutlery and manage their own hygiene needs. This helps them develop responsibility and self-care skills. Children independently access 'snuffle stations' to wipe their noses and dispose of tissues appropriately, helping them develop good hygiene habits. Children with special educational needs and/or disabilities benefit from tailored support, such as sensory resources, calming spaces and personalised strategies. This helps them regulate their emotions, participate confidently in daily routines and access learning successfully. Children are happy and resilient, and thrive.

p.3

Curriculum and teaching Strong standard

Leaders establish an ambitious curriculum that supports children to become confident, independent and curious learners. They clearly identify the knowledge, skills and behaviours they want children to develop and ensure that learning builds progressively as children move through the nursery. Leaders regularly review children's learning experiences and provide practitioners with guidance and support to maintain consistently high expectations. Practitioners know children exceptionally well and use their knowledge of children's interests, needs and developmental stages to plan engaging learning opportunities. They respond skilfully to children's ideas and adapt activities to extend learning. For example, practitioners encourage children to recall events from stories and use these ideas to create story characters, write letters and discuss healthy choices. This helps children remember previous learning, make connections between ideas and develop confidence in expressing

p.3

Curriculum and teaching Strong standard

their thoughts. Communication and language is prioritised throughout the nursery. For example, practitioners introduce new vocabulary, model language effectively and ask questions that encourage children to think, explain their ideas and solve problems. This helps children develop confidence as communicators and supports their understanding across all areas of learning. Practitioners support children with special educational needs and/or disabilities effectively. For example, they use sign language, tactile resources and sensory equipment to help children communicate their wants and needs and access learning alongside their peers.

p.3

Curriculum and teaching Strong standard

Practitioners weave mathematical learning through daily experiences. For example, they encourage children to count objects, compare quantities and use mathematical language during play. Practitioners support children to organise objects to make counting easier and encourage them to explain their thinking. This helps children develop secure mathematical understanding and apply their skills with increasing confidence.

p.4

Inclusion Strong standard

Leaders create an inclusive environment where all children are welcomed, valued and supported to succeed. They identify children's individual needs effectively and work closely with parents to ensure that support is put in place at the earliest opportunity. For example, leaders monitor children's development carefully, review progress regularly and work with families to access additional support when needed. This helps to reduce barriers to learning and ensures children receive timely support that meets their individual needs.

p.4

Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) benefit from carefully tailored support that enables them to participate fully in nursery life. Practitioners work closely with professionals and consistently implement advice. For example, they use sign language, tactile resources, sensory equipment and resources that are tailored to each child's needs to help them communicate, become more independent and take part confidently in everyday activities. This helps children communicate their wants and needs, develop positive relationships and access the same opportunities as their peers.

p.4

Inclusion Strong standard

Practitioners know children well and adapt experiences thoughtfully to meet individual needs. For example, children benefit from calming spaces and personalised strategies that support emotional wellbeing and self-regulation. This helps children feel secure, develop confidence and engage successfully in daily routines and learning experiences. Strong partnerships with parents ensure that support is consistent between home and nursery. As a result, children with SEND and those who may face barriers to learning make positive progress, develop a strong sense of belonging and thrive.

p.4

Leadership and governance Strong standard

Leaders are ambitious for all children and create a nurturing, inclusive environment where children achieve well and develop confidence. They have a clear vision for the nursery and ensure that high expectations are consistently promoted. Leaders know the nursery well and regularly review the quality of children's learning experiences, welfare and development. This helps them identify strengths and priorities for improvement and take effective action to enhance the provision. For example, leaders continue to develop the outdoor environment to enrich opportunities for exploration, investigation and learning in the natural world. This helps children develop curiosity, responsibility and an appreciation of the world around them.

p.4

Leadership and governance Strong standard

Leaders provide strong support and guidance for practitioners, creating a positive culture of reflection and continuous improvement. Practitioners receive regular supervision, coaching and professional development opportunities that strengthen their knowledge and skills. For example, leaders support practitioners to gain recognised childcare and specialist qualifications. This helps practitioners provide consistently high-quality experiences for children and respond effectively to their individual needs. Leaders place a strong emphasis on inclusion. For example, they work closely with families, schools and professionals to ensure that children with special educational needs and/or disabilities receive timely support and access the same opportunities as their peers. This helps children participate fully in nursery life and make positive progress from their starting points.

p.5

Leadership and governance Strong standard

Partnerships are highly effective. Parents speak positively about the care, education and support their children receive. For example, leaders work closely with receiving schools, share information and provide tailored resources that support children's individual transitions. This helps children approach change with confidence and supports a smooth move to their next stage of learning. As a result, children benefit from a well-led nursery where they feel safe, valued and supported to thrive.

p.5

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

Children arrive at this welcoming nursery eager to begin their day. They confidently separate from their parents and are greeted by familiar adults who know them exceptionally well. Children quickly settle into play and move around the nursery with a strong sense of belonging. They form warm friendships, seek out favourite activities and confidently share their ideas, interests and experiences with others. Children attend regularly and benefit from the consistency this brings to their learning, relationships and daily routines. As a result, they feel secure, develop confidence and engage enthusiastically in nursery life.

p.5

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

Children enjoy a rich range of meaningful experiences that spark their curiosity, creativity and imagination. For example, they care for chickens and rabbits, explore the bug hotel and help to water plants and trees using recycled rainwater. These experiences help children develop responsibility and an appreciation of the natural world. Children enjoy singing, listening to stories and expressing themselves through art, role play and imaginative play. They are highly engaged in their learning, persevere with challenges and take pride in their achievements.

p.5

Address:

Little Acorns Day Nursery 13 Exbury Road Children feel safe, valued and included. Children with special educational needs and/or disabilities participate fully in nursery life and benefit from support that helps them communicate, build relationships and access learning successfully. Children develop increasing independence as they manage everyday routines, make choices and take responsibility for their own needs. They show kindness towards one another, celebrate each other's achievements and learn how to recognise and manage their feelings. For example, children benefit from carefully planned visits, transition activities and personalised resources that help them prepare for school and other changes. As a result, children are happy, confident and resilient learners who achieve well, develop strong relationships and thrive throughout their time at the nursery.

p.6

Next steps

Leaders should ensure continued improvement in the setting's successful work. They should continue to develop leadership at all levels so that all practitioners contribute strategically to the nursery's improvement priorities and have a transformational impact on children's experiences and outcomes, particularly for disadvantaged children, those with special educational needs and/or disabilities and those who may face barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with directors, leaders, practitioners, children and parents during the inspection.

p.6

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. LONDON SE6 4NB Type: Childcare on non-domestic premises

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

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 .

p.8

Urgent improvement

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8