URN EY384110 · Inspected 2026-02-12 · Published 2026-04-23 · Inspector: Katie Smith
Yarnton Way Nursery Unique reference number (URN): EY384110 Address: Harris Garrard Academy Grounds, Yarnton Way, Erith, Bexley, DA18 4DW Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2008 Registers: EYR Registered person: Pre-School Learning Alliance Inspection report: 12 February 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. Strong standard Inclusion Strong standard Leaders and practitioners consistently deliver highly effective, inclusive practice. Children with special educational needs and/or disabilities (SEND), those who are learning English as an additional language and children facing other barriers to learning receive personalised, responsive support that enables them to make secure progress. The setting draws effectively on practitioners' own personal experiences of SEND and additional needs to inform practice, enrich provision and create more meaningful, supportive learning experiences for all children. Provision is carefully tailored, using appropriate communication tools, sensory strategies and approaches that promote independence, social interactions and self-regulation. Early identification processes and well-adapted routines strengthen children's communication and play skills. This is supported by effective partnerships with parents and carers, outside agencies and strategies that reflect good practice for SEND. Leadership provides a robust framework for high-quality practice. Reflective supervision and well-embedded SEND systems ensure consistency and maintain high expectations. Practitioners' wellbeing is prioritised, contributing to a stable, confident and motivated team. Leaders promote a culture of continuous improvement, professional curiosity and meaningful partnerships with families. Positive cultural representation and practical family support further enhance the setting's commitment to inclusion. Leadership and governance Strong standard Leaders promote a supportive culture that places high value on practitioners' wellbeing and the consistency of practice across the setting. Leaders act as positive role models, routinely observing teaching and offering constructive, reflective feedback. Practitioners feel confident to share their professional development needs and to raise questions or challenges in a safe and respectful environment. Regular group and individual supervision sessions provide clear structures for discussing key children, training priorities and emotional wellbeing. The management team demonstrates solid organisational skills. Processes to support children with special educational needs and/or disabilities are firmly embedded. Leaders actively seek additional training opportunities, funding streams and partnerships to broaden the support available to children and families. Engagement with parents and carers and the wider community is a notable strength. This is supported through initiatives, such as home learning, cultural celebrations and targeted help for families experiencing difficulties. Leaders are committed to inclusion, practitioner empowerment and ongoing improvement. Wellbeing is meaningfully prioritised through flexible working, emotional support, culturally responsive practices and practical gestures, such as free meals and an open-door policy. This results in stable staffing and high-quality provision and clear governance. Responsive adaptations for all children, including those with barriers to learning or complex Expected standard circumstances, underpin a culture of high expectations, reflection and continuous positive development. Achievement Expected standard Children make typical progress from their starting points and successfully achieve their next steps. They develop into confident, enthusiastic learners who are eager to explore and engage in a wide range of purposeful, well-planned activities. These experiences are carefully designed to reflect children's interests and support their individual developmental needs, enabling consistent progress for every child. Gaps in learning, including for those with special educational needs and/or disabilities (SEND), close steadily because practitioners have a secure understanding of how to help each child meet their targets. This includes developing communication skills, emotional regulation and managing transitions throughout the day. Children become confident communicators. They express themselves through talk, gestures and play, with practitioners providing consistent support for children with SEND. For example, non-verbal children learn to use tools, such as signing, to communicate their needs effectively and make themselves understood. All children, including those with SEND or barriers to learning, develop positive social skills, understand routines and learn the importance of healthy habits, such as oral health and healthy eating. This ensures that they are well prepared for the next stage of their education. Behaviour, attitudes and establishing routines Expected standard Practitioners create a warm and nurturing environment where children are well cared for and treated with respect. They set clear, age-appropriate expectations for behaviour and offer gentle guidance. Practitioners draw on their own and their colleagues' knowledge and personal experiences of special educational needs and/or disabilities to understand and inform their approach to children's behaviour needs. As a result, children behave well. They learn to share, take turns and interact kindly with others. Practitioners' calm approach and positive role modelling, such as saying 'please' and 'thank you', promote mutual respect and help children develop a secure sense of belonging. Practitioners provide carefully planned activities that help children understand and express their emotions. For example, painting activities linked to books about emotions help children talk about their feelings. They mix colours to represent their experiences of emotions. Practitioners offer comfort when needed and support children to understand boundaries in a calm and consistent manner. They work closely with parents and carers to ensure a shared and coordinated approach to supporting children's emotional development. Young children play happily both with and alongside one another. They willingly share toys, share photos of experiences they have enjoyed and demonstrate genuine enjoyment of each other's company. Leaders and practitioners maintain accurate attendance records and follow sound procedures for managing absences, prioritising children's safety and wellbeing. Children's welfare and wellbeing Expected standard The setting demonstrates effective practice, promoting children's welfare and wellbeing. Practitioners know each child well and use this to tailor support that meets individual needs effectively. Warm and secure attachments are evident; children seek reassurance confidently and receive it promptly from practitioners. This contributes to their sense of safety and belonging. Practitioners build positive, respectful relationships that help children to feel valued and understood. Children are taught to recognise and understand the importance of their own health and physical wellbeing. For example, children explore resources, such as large model teeth and toothbrushes, to learn about oral health. Through daily routines, discussions and purposeful activities, they learn about healthy choices, personal care and staying active. Practitioners role model positive habits. This encourages children to develop independence in managing their own personal-care needs. The setting supports children to learn about emotions. Practitioners use age-appropriate activities and conversations that help children learn about emotions and relate to their own experiences. However, they do not consistently use the language of emotions during conflict situations and general interactions to support this further. Effective routines underpin the day. These are well established and support children's emotional security. Transitions are managed sensitively, ensuring that children remain calm, confident and ready to engage. Curriculum and teaching Expected standard Leaders provide a broad and ambitious curriculum with a clear focus on developing children's speech, language, confidence, independence and self-help skills. Each group room designs their own curriculum in response to the needs and interests of the current cohort of children. This approach is flexible and continually adapted as children's needs and the dynamics of the room evolve. Practitioners know children well and plan effectively for their interests and next steps. Regular reviews ensure that all children, including those with special educational needs and/or disabilities (SEND), make typical progress. The environment is language rich. Practitioners skilfully narrate play, use hand signs, model language and introduce new vocabulary. Babies babble and use early words, while older children speak in full sentences and engage in meaningful conversations with adults and peers. This supports children to repeat and extend their speech. Books are woven through play, enriching story language and fostering positive attitudes towards reading. Mathematical development is well supported through play. Practitioners count objects with younger children, while older children count plates and cutlery ready to hand out at mealtimes. Children continually use numbers during maths activities and general play. The setting benefits from a diverse staff team, and leaders use this effectively to enhance children's development. Practitioners draw on their home languages to communicate with children who share the same language, helping them to feel understood and supported. They also openly share their own experiences of additional needs, providing positive role models for families and demonstrating that children with SEND can thrive and lead fulfilling lives. Home learning links provide further support, offering resources, such as books and sensory resources, linked to children's individual needs. What it's like to be a child at this setting All children, including babies, settle well into the welcoming and nurturing environment. Children are happy and eager to explore and learn. They engage with a wide range of resources and activities, supported by practitioners who provide meaningful interactions throughout the day. Practitioners actively encourage children to become confident and independent learners. For example, children are given opportunities to serve their own food and pour their own water at mealtimes. Practitioners provide comfort and reassurance whenever needed, using clear and age-appropriate language to support children's understanding and help them feel secure. They deliver a well-planned and stimulating curriculum that fosters children's enthusiasm for learning. They carefully consider each child's individual needs and interests, adapting activities to ensure that these are reflected in their play and learning experiences. Children thoroughly enjoy making soup in the garden. They cut real vegetables, add spices and take turns stirring the mixture with their friends. Practitioners skilfully follow the children's lead, introducing new vocabulary and commenting on their play to extend their language development. Children with special educational needs and/or disabilities thrive in this setting. Practitioners understand each child's individual requirements and follow their developmental plans with care. This ensures that children receive the right support and are fully included in all aspects of learning. As a result, every child is enabled to make progress and achieve their full potential. The setting has made significant improvements since the previous inspection, demonstrating efficient governance, clear strategic direction and a shared sense of responsibility across the team. Inspector: Katie Smith About this setting Unique reference number (URN): EY384110 Address: Harris Garrard Academy Grounds Yarnton Way Erith Bexley DA18 4DW Type: Childcare on non-domestic premises Registration date: 04/09/2008 Registered person: Pre-School Learning Alliance Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Bexley Next steps Leaders should support practitioners to apply a more consistent approach to promoting children's independence so that opportunities to make choices and complete tasks are embedded throughout daily routines. Leaders should support practitioners to consistently embed the language of emotions during conflict situations and everyday interactions to enable children to deepen their understanding of their own feelings and recognise how their actions impact others. About this inspection The inspector spoke with leaders, practitioners 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. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 12 February 2026 Children numbers Age range of children at the time of inspection 1 to 4 Total number of places 84 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. 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. 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. This publication is available at https://reports.ofsted.gov.uk. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted © Crown copyright 2026 © Crown copyright