Jacqueline's Gems @ Lime Wood

Jacqueline's Gems @ Lime Wood
Unique reference number (URN): 2746371
Address: Lime Wood Primary, 2 Sandy Road, Erith, Kent, DA8 1FJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 08/08/2023
Registers: EYR, CCR, VCR
Registered person: Jacqueline's Gems Childcare Services Ltd
Inspection report: 28 January 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding.
This puts children at significant risk of harm. Leaders have not followed their policy and
procedures to contact other professionals involved in the care of children at the earliest
opportunity. For example, leaders do not carry out their safeguarding responsibilities and
manage concerns, such as allegations against staff. Leaders and staff have access to
appropriate safeguarding training. However, leaders have not ensured that those with
designated safeguarding lead responsibilities maintain their knowledge and skills from their
training, which leads to procedures not being followed and an increased risk of children not
being protected from harm.
Staff can explain different policies and procedures that are used to protect children, for
example the whistleblowing policy. Staff know how to recognise abuse and understand the
procedures to follow if they have any concerns about a child, including who they need to
contact, for instance referring to the local authority. However, procedures are not always
followed, and referrals to and communication with safeguarding professionals are not
always timely.
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.
Achievement Expected standard
Overall, all children, including those with additional barriers to learning, special educational
needs and/or disabilities, and children who may just need additional support, make good
progress across all areas of development by the time they leave the setting for school,
closing any gaps in their learning in the room for older children. Children are prepared for
the next stage in their learning. For example, pre-school children show incredible listening
and attention skills when playing a game outside of 'duck, duck, goose'. All children patiently
wait their turn and have discussions with their peers about who is next. Children then
transition calmly into the setting and follow the routine of the day well.
Adaptations and adjustments are made for all children, for example through one-to-one
activities, such as using flash cards and signs to support their communication and language
skills. Younger children make slower progress in learning due to gaps not always being
identified quickly enough. This is countered by the pre-school curriculum and teaching,
because of which gaps are quickly closed, and progress is effective.

Behaviour, attitudes and establishing routines Expected standard
Staff frequently praise children's positive behaviour. They promote kindness and
consideration by modelling positive behaviour. For example, older children show respect
and manners towards adults and peers, holding open doors, while other children thank them
as they walk through. Children understand boundaries, and staff have high expectations for
their behaviour. This is modelled by the staff effectively and consistently throughout the day.
Staff and children clearly have strong bonds. Children gravitate towards their key person. In
the room for younger children, this may be for comfort or emotional support. Older children
seek familiar adults to engage in their play with them. For example, younger children who
may become unsettled in transitions are supported by their key person at their own pace.
When coming in from outside to the snack table, for example, staff calmly and patiently wait
with children, giving them a voice and choices. Staff understand the development of the
children, giving them appropriate boundaries and expectations, such as using visual aids
during transitional time.
The setting's positive relationship with families ensures they feel heard and valued. This
inclusive approach supports attendance and collaboration between the setting and home for
children. Parents have regular feedback from the setting and feel comfortable to raise
concerns with the setting. Leaders diligently follow up on absences and monitor the non-
attendance of children.
Children's welfare and wellbeing Expected standard
Leaders and staff create a safe, welcoming environment for children to play and learn in.
They offer activities based on children's experiences, interests and developmental needs,
such as recreating the 'Stick Man' story in both rooms but adapted appropriately so that
children learn from what is offered. Younger children explore the sticks, mark making in mud
and retelling the story, whereas older children begin to paint their own Stick Man families.
Staff speak clearly and well about their key children, with clear knowledge of their wellbeing
and learning needs, such as allowing children to take more time, understanding their home
life or adjusting the routines to support individual children. Staff support children's
understanding of their emotions and help children to express their feelings. For example,
when reading a story about the different emotions, staff use the colours in the book to
support younger children to identify, with props, how they may be feeling.
  
Leaders and staff ensure care routines are met and daily communications are made with
parents about their child's day and care routines. Parents are positive about their
communication with the setting, which is achieved through parent workshops, newsletters
and verbal feedback.
Staff promote hygiene and independence for all children. For example, when encouraging
children to wipe their nose, they show with actions, give support if needed and always
ensure they wash their hands afterwards.

Needs attention
Curriculum and teaching Expected standard
Leaders and staff plan their curriculum well and are mindful of individual children's interests,
although there is a difference between the age groups and teaching. For the younger age
group of children, there is some inconsistency in staff teaching skills. However, in the room
for older children, teaching is organised and effective as they support children well to
become school ready. Leaders pride themselves on their relationship with the connecting
school and how their partnership has ensured the children are ready for school and flourish
in the pre-school room.
Children's physical skills are developed well through a range of experiences and
opportunities in the outdoor space. All children have different experiences included in their
day through extra-curricular activities, such as a visiting sports coach who supports the
children to explore a wide range of movement through football, spatial awareness exercises
and more.
Staff know the children well. For example, staff confidently speak about the progression of
children and how they continue to support their development. For example, children who are
new to the setting build relationships with the key person from the start, and staff understand
the importance of this.
Overall, children learn through play at this setting. For example, they engage in role-playing
shops outside by passing food to one another and socialising with their peers. Staff identify
children's needs, understanding the children's abilities and making necessary adjustments
to extend their learning.
Inclusion Needs attention
The provision for children with special educational needs and/or disabilities (SEND) is too
variable. Leaders do not routinely and consistently ensure assessments and plans are in
place for continuous support. In addition, they do not make sure that any strategies that are
in place are embedded and used in everyday practices. Leaders and staff are not identifying
children who may need additional support quickly enough to obtain early help and
intervention. Some children who may need additional support receive some targeted support
through individual plans and strategies. Leaders also have some strategies in place to
support children with SEND, but these are not used effectively.
Leaders do some work with other professionals to support families and individual children.
Staff have relevant training to support all children to help them to develop through using
small-group activities. For example, staff received Makaton training, alongside a local
authority programme to assess and support children with their communication and language
skills, with the aim to provide extra support to those who need it. Staff then use Makaton in
small-group times to support the development of all children.

Urgent improvement
Leadership and governance Urgent improvement
Leaders do not follow their safeguarding policies and procedures. They have not notified
Ofsted of a significant event, leading to a breach of requirements. They do not work
collaboratively with other professionals to promote children's safety. Links with professionals
involved in supporting children's education are not consistent or embedded. Leaders do not
consistently take action to improve areas identified for improvement, but they do understand
the strengths of the setting.
Leaders ensure safe staff recruitment through taking up references, checking
documentation and ensuring that staff have correct training before starting at the setting.
Staff benefit from regular supervision meetings and voice how they feel supported by their
leaders. Staff have opportunities to access training, and leaders ensure they support staff in
their knowledge of children's learning. For example, leaders work closely with staff,
discussing their key children and the impact of teaching on children's development. Staff
share how they feel supported by the leaders within the setting. For instance, those doing
apprenticeships feel they have a balanced workload with their studies and work in the
setting.
Leaders work collaboratively with the local school, having regular meetings with the
leadership team of the school to ensure they reflect on their practice, and the children are
prepared for school. Leaders ensure staff reflect on their own practice with different
methods. They support staff to learn, review and reflect on their practice to ensure the best
achievements.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Leaders do not follow their safeguarding policy or collaborate with external professionals to
gather information to support children who may be at risk of harm. Leaders do not follow
robust safeguarding procedures to act on potential concerns when they arise. In addition,
the provider has not notified Ofsted of a significant event or followed their own policies and
procedures in respect of allegations made against staff. This shows that leaders lack
understanding of their safeguarding responsibilities, which puts children's safety and
wellbeing at risk.
Children settle quickly and are happy to attend the setting. They come into the provision with
ease and are greeted warmly by caring staff. Children put away their belongings
independently and are eager to see staff. The environment is well resourced with planned
activities to support children's learning. Regular attendance is promoted by leaders to
ensure all children are accounted for.
Older children show positive attitudes towards learning. For example, children speak well
about their own experiences, such as a trip to the local park, and have great listening and
attention skills. Older children participate in a range of activities with confidence. For
example, following a story they read together, children explored the story through mark
making. Some children proudly show off artwork to familiar adults, indicating that they have
strong relationships.
Younger children have plenty of activities to explore. Children engage in play independently,
both indoors and outdoors. Younger children seek familiar adults for comfort, showing that
they feel safe and comfortable. Staff understand individual needs of children and create
activities to support them to reach milestones. However, at times, children were not engaged

Inspector:
Tania Poulton
About this setting
effectively, and staff did not engage with children to support their learning and development
consistently.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
ensure those with designated safeguarding lead
responsibilities have the required knowledge to fulfil
their role and responsibilities
28/07/2026
ensure any allegations made against staff are acted on
in line with local and national safeguarding procedures
to help keep children safe
28/07/2026
ensure the setting's policies and procedures are
followed consistently to help safeguard children
28/07/2026
ensure children's individual needs are identified quickly
and accurately to help identify those who may have
barriers to learning
28/07/2026
About this inspection
The inspectors spoke with leaders and practitioners during the inspection.
A quality assurance visit by an additional inspector was carried out at 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.

Unique reference number (URN): 2746371
Address:
Lime Wood Primary
2 Sandy Road
Erith
Kent
DA8 1FJ
Type: Childcare on non-domestic premises
Registration date: 08/08/2023
Registered person: Jacqueline's Gems Childcare Services Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 15:00
Local authority: Bexley
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 January 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
50
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.
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