Violet Day Nursery - Erith

Violet Day Nursery - Erith

Unique reference number (URN): 2832619 Address: 33a Bexley Road, Erith, Kent, DA8 1SH Type: Childcare on non-domestic premises Registered with Ofsted: 10/02/2025 Registers: EYR, CCR, VCR Registered person: Violet Day Nursery Ltd

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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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Achievement Expected standard

Children develop a core set of skills at the nursery that help them to prepare for their future lives. For example, they learn to take turns as they participate in circle time activities that help them to listen to others and be patient. Children develop independence as they feed themselves and get ready to go to the park. They benefit from staff who encourage them to try harder when they find physical activities or self-care skills difficult to remember or understand. This helps to promote children's resilience, as they experience setbacks they learn to try again. Children are confident.

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Achievement Expected standard

Children learn to think about others as they learn social skills. They learn to take care of babies and younger children at the park as they push each other on the roundabout. This helps children to think about how their actions impact other people. When children find managing their feelings difficult, they receive the support they need to control their feelings. Babies build trusting relationships with a range of staff to help them to feel safe. Children develop a solid foundation of skills ready for their future education.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support staff to have clear expectations of children's behaviour. They work collaboratively with families and children including those with barriers to their learning and wellbeing to develop routines that promote children's attitudes to learning. Staff develop warm and sensitive attachments with all children, including disadvantaged children and those known to social care. They consider how to adapt their approach to help children to trust staff and go to them with their worries. Staff's kind approach helps children of all ages to feel safe and happy. For example, staff engage warmly with children, celebrating their achievements and helping them to feel proud of themselves. Children develop self-respect that helps prepare them for their future lives.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children about how to keep themselves and others safe. They teach children about what can happen if they do not listen and meet the expectations. For example, they talk to children about how to cross the road safely and look for hazards. Children behave well as they learn how to be responsible members of the community.

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Behaviour, attitudes and establishing routines Expected standard

Leaders generally work with staff to understand strategies to promote children's positive behaviours. This includes providing training for staff to help children to regulate their emotions. Staff typically anticipate and mitigate any incidences of poor behaviour.

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Children's welfare and wellbeing Expected standard

Staff help children to develop healthy attitudes to eating and nutrition. For example, they plan a varied and healthy diet for all children that helps them to develop positive habits for their future health. Staff plan enriching opportunities for children to develop their physical health. They encourage children to be physically active as they play on large equipment at the park with children. Children develop confidence and independence as they take risks in their play. This supports children's physical development well.

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Children's welfare and wellbeing Expected standard

Leaders typically create policies to support children's wellbeing and health. For example, they complete risk assessments and give staff training on how to consider children's safety and wellbeing at all times of the day. Leaders are not consistently rigorous in how they adapt policies to meet the changing needs of children. For example, collaborative approaches to creating support plans for children with gaps in their wellbeing with parents are not fully embedded. This limits the ability of staff to strategically adapt their approach to support children with barriers to their wellbeing to thrive in all aspects of their development.

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Curriculum and teaching Expected standard

Leaders create a flexible curriculum that enables staff to adapt their planning to inspire children through their interests. Staff skilfully identify children's next steps and plan activities that target any gaps in learning. They regularly assess children's progress and use this to inform what they should teach next. For example, they identify when children need to move from using single words to phrases and think of activities that promote communication, such as role play or singing sessions. Staff work together to develop a love of books and stories amongst children at the nursery. They read to them in a way that ignites their interests and supports their understanding in preparation for school.

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Curriculum and teaching Expected standard

Staff typically teach children mathematical skills to promote learning. They consider children's age and stage of development to create opportunities for children to explore numbers and solve problems. However, highly effective teaching of mathematics is not fully embedded at the nursery. Staff do not consistently extend children's thinking, for example by allowing children to repeat activities when they get the wrong answer. When children get things correct staff do not consistently challenge their thinking. This limits children's opportunity to excel in their mathematical thinking.

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Inclusion Expected standard

Leaders with responsibility for supporting children with special educational needs and/or disabilities (SEND) have the knowledge and skills they need to support children's learning. They regularly attend training that helps them to identify children with SEND and support them in their development. Leaders consider the needs of disadvantaged children and children known to social care; they work collaboratively with families to identify how to spend funding to help children to reach their goals. For example, they identify resources that help children to feel confident and engage with others in activities.

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Inclusion Expected standard

Overall, staff typically support children with SEND to access the support they need and make progress in their learning. They regularly assess the progress of children with gaps in their learning and create support plans that highlight areas of development that they need to work on. However staff are not systematic in implementing these strategies across the nursery. As a result, children with SEND are not fully able to use tools to promote their learning at all times of the day. This limits the opportunities of children with gaps in their learning to excel in all aspects of their development.

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Leadership and governance Expected standard

Staff have high levels of wellbeing. They feel able to talk to leaders when they have concerns or experience challenges. This helps them to enjoy working and contribute to the smooth running of the nursery. Leaders create effective induction procedures for new staff. They make sure that staff feel confident in their roles and give them additional time to spend on their own training and research to help promote their experiences.

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Leadership and governance Expected standard

Leaders generally engage well with parents. For example, they sign post parents to a range of services to support children's development. Leaders work effectively with external partners in social care and health to support disadvantaged children and those known to social care to support their experiences. Leaders typically have oversight of staff practice, however they are not always robust in how they strategically lead staff to adapt their practice to meet the changing needs of children.

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Leadership and governance Expected standard

Leaders are reflective of their practice. They work with staff to identify suitable professional development opportunities. Leaders typically support staff to think about how to adapt practice for children with gaps in their learning and wellbeing. For example, they generally encourage staff to share good practice and this helps the quality of provision at the nursery continue to develop over time.

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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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Voluntary Childcare Register requirements

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

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Register

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

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

Children feel happy to arrive at this welcoming nursery. They blossom in an environment where staff's warm and nurturing support gives them confidence. For example, babies feel content as staff smile at them, they teach them to express their feelings using facial expressions. All children benefit from the nurturing care of staff who spend time getting to know their unique personalities. All children, including those who face barriers to their learning and wellbeing benefit from relationships that help them to foster social skills. Children and their families feel that they belong in the nursery community.

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

All children make progress towards their goals in preparation for school. They feel eager to learn through carefully plan activities that help them to extend their thinking. For example, children enjoy talking to staff about emergency vehicles and what they know about them. They gain confidence to communicate and understand others through regular shared reading and signing. This helps children, including disadvantaged children and those with special educational needs and/or disabilities to express their needs.

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

Children benefit from staff who take action to anticipate any barriers to attendance so that they have regular opportunities to build on their learning. They enjoy consistent routines that help them to feel safe and secure, for example babies know when it's nap time and are well supervised and supported as they sleep safely. Older children learn to consider the safety and feelings of toddlers, this helps all children to be respectful of one another as they manage their feelings. All children celebrate their differences and respect each other, they celebrate each other's uniqueness and behave well.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Violet Day Nursery Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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Next steps

Leaders should strengthen how they collaborate with parents and external partners to enable them to strategically adapt policies to promote the wellbeing of all children. Leaders should further develop how staff consistently implement strategies to support children with gaps in their learning to excel in their learning. Leaders should further develop how staff extend children's thinking to help them to excel in their mathematical development.

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About this inspection

The inspector spoke with staff, leaders, parents and children 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.

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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. 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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