Little Rabbit Day Nursery

Little Rabbit Day Nursery
Unique reference number (URN): 2578919
Address: Central Venture Park Building, Kelly Avenue, London, SE15 5GL
Type: Childcare on non-domestic premises
Registered with Ofsted: 24/02/2020
Registers: EYR
Registered person: Little Rabbit Day Nursery Limited
Inspection report: 22 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
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.

Expected standard
Achievement Expected standard
Overall, children make steady progress in all areas of development. Children engage with
activities and sustain focus until they achieve their goals. Older children take pride in taking
turns to sing the alphabet to their friends. Younger children sing along with well-known
nursery rhymes. Children enthusiastically engage in outdoor play, developing coordination
and balance. They are eager to share their achievements with friends and staff. For
instance, when they hula hoop successfully, they count out loud how many times it spins
and celebrate when they reach 10 times. Children follow instructions and are developing
early literacy skills, such as holding pencils with control and recognising initial sounds. All
children wash their hands independently before mealtimes and eat with age-appropriate
cutlery. Children who face barriers to their learning, including those with special educational
needs and/or disabilities, make appropriate progress from their starting points.
Curriculum and teaching Expected standard
Leaders demonstrate a clear understanding of curriculum quality and teaching. Staff plan a
range of activities to support children to develop in all areas of their learning. Staff typically
make accurate assessments of their key children's learning and identify their next steps
through regular observations. They use this information to tailor teaching to support
individual children's progress. Overall, leaders and staff make reasonable adjustments for
children with special educational needs and/or disabilities.
Staff use high-quality interactions, modelling language clearly, getting down to children's
level and asking open-ended questions to support communication and language. Staff
promote a love of books. They read to children frequently throughout the day and give
children time to talk about the pictures. Staff teach mathematics clearly, through play and
everyday routines. For example, they count the pencils into the pot at tidy-up time. During
role play cooking pizzas, staff say 'The pizza will take 2 more minutes to cook', which helps
build confidence in mathematical concepts. Children's physical development is prioritised
through daily outdoor play and trips to a local playground. Small-muscle skills are a focus in
all age groups, through the use of dough, painting, sensory play and puzzles.
Inclusion Expected standard
Leaders and staff monitor individual children's progress and are proactive in noticing early
signs that may require additional support. Through careful observations, they identify
development gaps. Staff use this information to tailor targeted strategies and seek external
advice to refine interventions and track progress over time. Leaders and staff ensure that
additional funding is used purposefully to reduce any barriers. For example, leaders use
funding to allow for a higher ratio of staff to children to provide one-to-one care. This allows
staff to engage children in smaller group activities, which they may find less overwhelming.
Staff work closely with families and other professionals. This collaborative approach enables
all children to be included, well supported and to make progress. Leaders and staff get to
know children well so that all children, including those with special educational needs and/or

Needs attention
disabilities or other barriers to learning and wellbeing, can access the curriculum. Staff use
children's interests to support children's sustained engagement in activities. Parents
comment that leaders have been supportive in their child's learning journey and advocated
for the child during referral processes. Children who had speech and language delay and
were previously nonverbal are now confident communicators and have made excellent
progress.
Leadership and governance Expected standard
Following a regulatory visit from Ofsted and subsequent actions being raised, leaders have
taken appropriate action and sustained improvement. Leaders and staff create a welcoming
environment and ensure the ongoing safety of the premises, including implementing daily
risk assessments and ensuring all fire evacuation routes are free of obstruction. Leaders are
committed to making decisions that are in the best interests of children. For example, they
deploy more staff than legally required so that children benefit from increased one-to-one
support. Leaders have a clear understanding of the setting's strengths and act swiftly to
improve any areas identified for improvement. For example, leaders have recently trained all
staff in high-quality interactions to extend children's learning. Since the last visit, leaders
have ensured all staff have completed mandatory safeguarding training with the local
authority and strengthened their key-person approach.
Leaders have improved supervision arrangements to ensure all staff are offered regular
support and feedback to continually strengthen practice. This is having a positive impact in
staff being able to promote learning and development effectively. Staff report they feel well
supported and that leaders consider their wellbeing. Staff say they enjoy working at the
setting. Parents comment that they are happy with the nursery and feel it has prepared their
children for school. They feel that they are kept up to date with their children's progress
through parents' evenings and that leaders are approachable and supportive. Some parents
say that information could be shared in a more timely manner to strengthen parent
partnerships.
Behaviour, attitudes and establishing routines Needs attention
Leaders have established appropriate expectations for children's behaviour and are working
to embed a consistent approach to routines and behaviour management across the setting.
However, not all staff are confident in consistently implementing strategies to enable all
children, including those with special educational needs and/or disabilities, to understand
and follow rules and expectations. Leaders recognise this and are taking steps to strengthen
staff practice through support and guidance. Although staff intervene when unacceptable
behaviour occurs, they do not consistently help children to understand why their behaviour
is unacceptable, which limits children's ability to learn from these situations and impacts
their attitudes to learning.
Routines are not consistently organised or predictable, particularly during group times and
transitions. Staff's expectations are not always clear. This results in children waiting,

wandering, becoming disengaged and displaying undesirable behaviour. Leaders are
reviewing staff deployment and routines to ensure smoother transitions and maximise
learning time.
Despite this, all staff build warm relationships with children, helping them to feel settled and
secure. Staff support children to develop social skills, such as turn-taking and sharing.
Children's attendance is monitored daily, and any absences are followed up to ensure
children are safe.
Children's welfare and wellbeing Needs attention
Leaders have developed risk assessments, and overall safety is promoted well. They have
established systems to support children's welfare and wellbeing. However, these are not yet
implemented consistently. Some children, including those with special educational needs
and/or disabilities, have unclear behaviour expectations or boundaries. This impacts their
wellbeing, as they do not consistently learn how to keep themselves safe. For example,
children are told not to do something by staff but are not always given clear explanations to
support their understanding of why something is dangerous. This limits children's ability to
develop a secure sense of personal safety.
Children develop independence at mealtimes, feeding themselves and using appropriate
cutlery. Staff encourage healthy habits, such as handwashing before meals. However, care
routines are not always managed consistently well, particularly in the pre-school room. For
instance, not all staff follow procedures for checking food from home. Leaders act swiftly to
remove hazards and recognise the need to strengthen staff understanding to ensure
consistent practice.
The key-person system is effective. Staff know children well and build trusting, nurturing
relationships, helping children to feel emotionally secure. Staff adapt care, particularly for
babies, to meet individual needs, supporting inclusive welfare and wellbeing.
What it's like to be a child at this setting
Children are warmly welcomed and confidently separate from their parents on arrival. Staff
know children well, which supports children to feel valued and secure. Generally, children
follow the rules, such as helping to tidy up and lining up to wash their hands. However, at
times, some children test the boundaries, including throwing objects and disrupting others.
Although staff mostly intervene and stop the behaviour, they do not consistently support

children to fully understand why they are being asked to stop. As a result, children do not
fully understand the expectations of their behaviour.
Staff consistently have positive interactions with children, supporting their communication
and language. This enables children to communicate their wants and needs, helping them to
feel secure and comfortable in the setting. Children learn social skills at mealtimes, and staff
ensure children are kept safe, including during sleep routines. However, expectations for
routines, particularly during transitions, are not always clearly communicated, which can at
times lead to a disorderly environment.
Despite this, children demonstrate positive attitudes to learning and enjoy their experiences.
For example, they show resilience when building a structure together out of small pieces;
when it breaks, they are eager to try again to make it stronger. Younger children explore by
squishing, rolling and manipulating dough, giggling as they play. Children confidently
navigate the outdoor space and enjoy resources such as scooters, slides and a trampoline.
They form friendships and invite others into their play, for example taking turns to bathe a
doll.
Sessions are adapted to ensure children receive their full entitlement. Children with special
educational needs and/or disabilities benefit from targeted support and engagement with
other agencies, supporting inclusion and progress.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
ensure all staff consistently support children to
understand the rules and boundaries in place, including
providing clear explanations to help children recognise
why these are important
25/05/2026
improve the consistency and organisation of group
times so that expectations are clear, waiting time is
minimised and children remain engaged in purposeful
learning
25/05/2026
ensure all food, including packed lunches, is prepared
and checked safely to minimise the risk of choking
04/05/2026
provide staff with training to enable them to respond to
and promote children's behaviour consistently, ensuring
a shared understanding of expectations and strategies
across the setting
25/05/2026

Inspector:
Frankie Holliday
About this setting
Unique reference number (URN): 2578919
Address:
Central Venture Park Building
Kelly Avenue
London
SE15 5GL
Type: Childcare on non-domestic premises
Registration date: 24/02/2020
Registered person: Little Rabbit Day Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Southwark
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 April 2026
Children numbers
About this inspection
The inspector spoke with leaders, staff, parents and children 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.

Age range of children at the time of inspection
1 to 4
Total number of places
44
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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