Crystal Palace Day Nursery

Crystal Palace Day Nursery

Unique reference number (URN): 2845883 Address: 49 Maberley Road, London, SE19 2JE Type: Childcare on non-domestic premises Registered with Ofsted: 07/07/2025 Registers: EYR Registered person: Dicky Birds Pre School Nurseries Limited

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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 create policies and procedures that are understood by all staff and that promote the wellbeing of babies. For example, they have clear policies for sleep arrangements for babies. Staff carefully consider what different babies need to settle to help them to have enough rest to be ready for their day of learning and fun.

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Children's welfare and wellbeing Strong standard

Staff are consistently responsive to the needs of babies. They skilfully comfort and distract babies when they experience distress. Babies develop healthy attachments to staff and feel listened to and cared for. All babies feel happy and relaxed as they play with staff and other babies. These positive experiences support babies' emotional wellbeing and help them develop resilience for the future.

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Children's welfare and wellbeing Strong standard

Staff are highly effective in how they plan babies' routines whilst considering any gaps in their wellbeing. For example, they carefully track the feeding habits of babies, encouraging them to try a vast selection of flavours and textures. Staff diligently identify babies with allergies and intolerances and support parents to access expert advice to consistently support their long term physical health and wellbeing.

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Achievement Expected standard

Babies develop the physical skills they need as they learn to crawl, pull themselves up and walk. Babies who have barriers to their development benefit from carefully planned activities that consider their needs. They have the time they need to practise skills that make them increasingly independent. All babies achieve well as they work through their milestones.

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Achievement Expected standard

Babies generally learn to use sounds and words to express themselves as they respond to the facial expressions of staff. Babies enjoy exploring and working things out, for example, they develop hand eye coordination as they experiment with ball play. Babies become increasingly independent when feeding themselves, for example, when grasping finger foods, holding a spoon and bringing food towards their mouth. Through repeated opportunities to practise these movements during play, babies strengthen the coordination and control needed for everyday self-care skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote an inclusive approach to adapting routines to meet the individual needs of babies. They create a culture of back-and-forth communication with families to enable staff to create consistency between the home and the nursery. They promote regular attendance and this helps babies to develop the secure attachments they need to feel safe. Staff work closely with parents to consider the bedtime routine of babies and create an environment at the nursery, which where appropriate, mirrors home routines. This helps babies to settle well as they transition into the nursery. Staff understand that building positive relationships is essential to their work. They spend time helping babies to develop healthy attachments that enable them to feel safe and emotionally secure.

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Behaviour, attitudes and establishing routines Expected standard

Staff create an environment where typically babies enjoy learning because they give them praise and encouragement as they work towards their milestones. All staff know the babies well and they each have positive and warm relationships with them. They create a culture of play, having fun and enjoying learning. This helps babies develop positive attitudes to learning as they explore their environment.

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Curriculum and teaching Expected standard

Leaders design a curriculum that focuses appropriately on the development of babies. For example, they support babies to develop key attachments with staff. As a result, babies gain the fundamental emotional and social skills they need for their development. Staff monitor the progress of babies as they work towards milestones. They understand that babies develop at different rates and identify barriers to learning and development. Leaders and staff plan a flexible curriculum that considers individual babies' interests and create appropriate targets to help them to achieve.

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Curriculum and teaching Expected standard

Staff typically teach the curriculum well. For example, babies develop creative skills as they hear and respond to music. Staff read to babies in a way that promotes their understanding of language. They carefully adapt their teaching to help children who speak English as an additional language to join in and learn.

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Curriculum and teaching Expected standard

Generally, staff communicate with babies in a way that promotes their learning. However, there is not a consistently sharp focus on speech development. For example, strategies for helping children to hear, understand and process words are not fully embedded across the nursery. This limits the opportunity for babies to develop language skills at all times of the day.

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Inclusion Expected standard

Leaders consider the needs of babies before starting at the nursery. They work collaboratively with parents to identify any concerns around wellbeing and to consider how best to support children. This includes children who speak English as an additional language. Staff generally support these children to hear words in their home language and to consider how best to approach teaching them key vocabulary. As a result, these children make steady progress as they gain an understanding of language to help them to make sense of the world.

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Inclusion Expected standard

Leaders create processes for identifying any gaps in learning for individual children. They typically encourage staff to seek professional guidance for children with gaps in their learning. As a result, staff typically seek advice from experts to support individual children. Overall, staff understand how to approach external professionals to seek expect advice for babies with gaps in their development and learning. However, leaders do not consistently use this guidance to help staff to strengthen their practice. As a result, Staff are not able to fully embed strategies from experts to guide their future practice and support children to thrive in all aspects of their learning.

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Leadership and governance Expected standard

Leaders create a culture where staff feel valued. They promote opportunities for staff to regularly share good practice, knowledge and ideas. Leaders typically identify opportunities for training that helps strengthen practice and ensure staff have the skills and confidence they need to promote the learning of the babies at the nursery. Leaders consider the wellbeing and workload of staff as they select responsibilities and plan routines. For example, they make sure that staff have regular breaks and rest. As a result, staff enjoy working at the nursery and carry out their roles effectively.

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Leadership and governance Expected standard

Leaders reflect regularly on practice and work collaboratively with staff to ensure policies and procedures are followed with children's best interests at heart. Leaders use feedback from parents and staff to identify areas for development and ensure their actions typically lead to meaningful improvements. Leaders and staff engage effectively with parents about children's development. They also gather information from families that helps strengthen the learning and care staff give to babies. This back and forth collaboration with families gives staff a broad picture of the experience of babies with which to inform their practice.

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

Babies enjoy exploring the nursery where they are greeted by warm staff who give them the attention they need to thrive. They have nurturing and reassuring relationships with staff who get to know their individual personalities and understand what makes them unique. Babies are distracted skilfully by staff when they feel sad and need reassurance. This helps them to feel settled and happy. Babies who speak English as an additional language hear words in their own language as they play. This helps them to develop a sense of belonging in the homely surroundings of the nursery.

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

Babies learn a wide variety of key skills that support their development. For example, they learn key physical skills that enable them to hold utensils, use tools and complete self-care tasks. This helps them to reach learning milestones. They build a solid foundation of their development across the curriculum. Babies feel motivated to try hard as they reach their goals in all areas of learning. They enjoy a wide variety of sensory activities that enable them to enjoy new experiences and build confidence. This helps babies to secure a solid foundation of skills to prepare them for future success. Babies benefit from the oversight of

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dicky Birds Pre School Nurseries Limited

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Address:

Register(s): EYR leaders in supporting their wellbeing and development. For example, leaders carefully consider how they promote attendance and anticipate any barriers to punctuality. This helps all babies to develop a consistent routine and positive attitudes towards attending the nursery in preparation for their future learning. This includes babies with barriers to learning and wellbeing who are able to receive the right support to receive the care and education they need for the next stage of their education.

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Next steps

Leaders should further develop how they strategically implement advice from professionals to make a sustained difference to the learning of all children. Leaders should further develop how interactions are embedded across the nursery to help all babies to excel in their understanding and language development.

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About this inspection

The inspector spoke with leaders, parents, children and staff 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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

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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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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