Easy Peasy Nursery and Daycare

Easy Peasy Nursery and Daycare
Unique reference number (URN): 2611317
Address: 57 Glimpsing Green, Erith, DA18 4HB
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/10/2020
Registers: EYR, CCR, VCR
Registered person: Fabulous Tots Limited
Inspection report: 21 April 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Needs attention
Safeguarding standards not met
Leaders have not ensured that there is an open and positive culture around safeguarding
that adequately protects children from harm. They have not ensured that new staff have a
secure knowledge of safeguarding procedures, consequently, staff do not demonstrate a
clear understanding of their child protection responsibilities. Staff are not consistently vigilant
and do not identify potential risks within the setting promptly, which further compromises
children's safety. In addition, leaders have not followed appropriate safer recruitment
procedures to ensure staff are suitable to work with children.
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 Needs attention
Children do not consistently make the progress they are capable of across all areas of
learning, as planned activities are not always effectively matched to their ages and stages of
development. For instance, during some group sessions, children disengage when activities
are too challenging for their developmental level. In addition, some activities do not build
sufficiently on what children already know and can do, which limits the depth and security of
their learning over time. However, children do develop some useful skills for their future
learning. For instance, they learn to play with others, such as during role-play activities and
learn to share. Children also learn to listen to and follow instructions.
Weaknesses in leadership, ongoing staffing instability and the inconsistent implementation
of the curriculum limit the quality of children's learning and development. This means some
children, particularly vulnerable children or those with special educational needs and/or
disabilities, do not consistently receive the targeted support they need to make the best
possible progress.
Behaviour, attitudes and establishing routines Needs attention
Children generally behave well, however, children's behaviour is not consistently managed.
When children access areas they should not, this highlights inconsistent boundaries applied
by staff. Although routines have improved, expectations are not yet securely embedded,
leaving some children unclear about what is acceptable behaviour. However some staff do
not yet have a secure understanding of children's individual needs and behaviour triggers.
Staff responses are inconsistent and, on occasion, staff do not follow through when children
challenge boundaries, such as incidents involving inappropriate use of furniture. This

Urgent improvement
undermines established routines and leads to confusion, as children learn that boundaries
can be negotiated. Consequently, children's safety is sometimes compromised and respect
for shared spaces is not consistently promoted.
Despite these inconsistencies, children generally interact positively with one another and
engage warmly with staff, demonstrating positive relationships that exist within the setting.
Staff support this by modelling respectful interactions and encouraging kind actions, sharing
and turn-taking. They support children to resolve minor disagreements calmly and praise
positive behaviour. This helps children to build secure relationships with their peers.
Curriculum and teaching Needs attention
Leaders have designed a curriculum that aims to develop children's knowledge and skills
progressively over time. However, strategies intended to promote children's communication
and language are not implemented consistently by staff. Consequently, these approaches
do not have the intended impact on supporting children's learning and development. Some
activities are not suitably matched to children's age and stage of their development, which
limits their engagement and learning.
Staff do not consistently adapt or extend activities to meet children's individual learning
needs. While activities are planned and resourced, staff interactions are often limited and do
not build effectively on what children already know and can do. Staff do not fully challenge
children's thinking, consistently introduce new vocabulary or extend learning through
purposeful questioning. This means that some children are not sufficiently supported to
make the best possible progress, particularly those who would benefit from additional
challenge or targeted support.
For children with special educational needs and/or disabilities (SEND), leaders work with
relevant professionals to help ensure that some children's next steps are appropriate.
However, strategies to implement next steps are not effective or consistent. Staff carry out
assessments of children's learning and development to identify gaps and inform planning.
However, newer staff do not yet have a secure understanding of children's individual needs
or how to best support them. As a result, often some children with SEND are not sufficiently
engaged in purposeful play and are observed to wander without clear direction or support.
Children's welfare and wellbeing Urgent improvement
Leaders have not ensured that risk assessments are sufficiently thorough to safeguard
children effectively. Staff do not consistently identify or manage environmental risks,
resulting in weak practice that places children at risk. For example, during snack time, staff
do not secure children safely in high chairs, ineffective staff deployment means that no other
staff are positioned to observe children attempting to climb out. Staff are not deployed
effectively to ensure they know where children are at all times, and children are able to
access the garden and indoor areas without appropriate adult supervision. These significant
failings compromise children's safety and wellbeing.

Support for children with special educational needs and/or disabilities is variable. Some staff
have not developed the necessary skills or understanding to support children with additional
needs. This means that, depending on the activity, children may not receive appropriate or
effective support to meet their learning needs.
Relationships between children and staff are warm and nurturing with children forming
secure attachments. Young children separate well from their parents and seek reassurance
and comfort from familiar staff. Staff support and encourage children positively at mealtimes,
promoting healthy eating habits by offering choices, such as fresh fruit.
Although routines have been improved, they are not always followed consistently, this can
lead to minor disruptions and reduces children's ability to fully engage in activities.
Inclusion Urgent improvement
The provision for children with special educational needs and/or disabilities (SEND) is
ineffective. This means these children's progress is not supported well. This is partly due to
inconsistencies in staffing, which impacts the continuity and quality of support they receive.
Key persons do not always have a secure understanding of children's individual needs or
how best to support their development. As a result, staff lack confidence and expertise in
meeting the needs of children with SEND, which negatively impacts the quality of their
learning experiences and how well children's development is supported.
Leaders engage with external professionals to access additional support for some children,
and this has some beneficial impact, where it is implemented appropriately. However, this
approach is inconsistent. This means not all children receive timely or well-coordinated
support to meet their individual needs. In addition, some staff lack the confidence and skills
to deliver effective one-to-one sessions. Leaders often take on this role themselves, which
negatively impacts the consistency and impact of targeted support on children's progress.
Leadership and governance Urgent improvement
Leadership and management arrangements are ineffective and fail to ensure that children
are kept safe or receive consistently high-quality care and learning experiences. There are
significant breaches of the safeguarding and recruitment requirements. Leaders have
allowed staff to work without the necessary suitability checks in place, including appropriate
references and Disclosure and Barring Service clearance. This places children at risk of
harm and demonstrates a failure to understand and fulfil statutory safeguarding
responsibilities.
High turnover of staff has a significant negative impact on children's experiences. Leaders
have not sufficiently explored or addressed the underlying cause of instability. Leadership
capacity is severely stretched. Managers carry an excessive workload due to limited
confidence and support from the team. This results in insufficient oversight of daily practice,
routines, staff deployment and the quality of teaching. Although training is recorded and
monitored, leaders fail to ensure that training leads to meaningful improvements in practice.
Provision for children with special educational needs and/or disabilities is not implemented
effectively. Although the setting has a special educational needs coordinator, who engages

with the local authority and resources are available, practice is inconsistent or not adapted
well. Strategies to support children's attention, communication and emotional needs are not
embedded in practice. Consequently, some children experience reduced engagement and
make minimal progress.
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
Children's safety and welfare are not consistently assured at this setting. Staff do not
demonstrate a secure understanding of safeguarding procedures and are not always able to
identify and respond to risks promptly. Leaders have not taken effective steps to ensure the
suitability of staff and have not followed safer recruitment procedures.
Leaders do not have a secure oversight of the quality of the curriculum, which means they
are unable to effectively identify and address weaknesses. As a result, the curriculum does
not consistently provide children with positive and meaningful learning experiences that
support their ongoing development. Consequently, children, including those with special
educational needs and/or disabilities and those in receipt of additional funding, do not make
the progress they are capable of.
The key-person system is not consistently effective in identifying and meeting each child's
individual needs. This means some children do not develop the positive attitudes and
behaviours necessary to support their readiness for the next stage of education.
Nevertheless, most children cooperate with staff and follow established routines. They enjoy
interacting with their peers and show enthusiasm for physical activities, particularly during
outdoor play in the garden.
Children generally settle quickly on arrival. They separate from their parents and carers with
ease and enter the setting happily, ready to see their friends and familiar staff. They make
independent choices in their play and move around the setting confidently. Children are
developing self-help skills, for example children are encouraged to feed themselves and use
the bathroom with minimal support from staff.
Next steps
The provider is not meeting the requirements of the Early years foundation stage and
Childcare Register and Ofsted intends to take enforcement action.
We will issue a Welfare Requirements Notice requiring the provider to have taken the
following actions by the assigned date:
Action Completion Date
make sure all staff have required checks in place and
relevant training to ensure the safety of children
06/05/2026
ensure you obtain and check references for all staff
before they are recruited
29/04/2026
ensure all staff receive safeguarding training and have
appropriate safeguarding knowledge
06/05/2026

Inspector:
Katie Smith
About this setting
Action Completion Date
ensure equipment, such as highchairs are used safely
with appropriate supervision
06/05/2026
ensure children do not access areas of the provision
where staff are not deployed
06/05/2026
develop staff's understanding of how to support
children's learning with carefully planned activities and
experiences that support children's age and stage of
development
06/05/2026
improve staff's approach to managing children's
behaviour to help children understand boundaries and
what is expected of them
06/05/2026
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
strengthen the curriculum so it is sequenced and firmly
rooted in children's developmental needs, ensuring it
clearly identifies what children need to learn next and
builds securely over time
06/05/2026
About this inspection
The inspector spoke with leaders and staff special 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.

Unique reference number (URN): 2611317
Address:
57 Glimpsing Green
Erith
DA18 4HB
Type: Childcare on non-domestic premises
Registration date: 12/10/2020
Registered person: Fabulous Tots Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
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 21 April 2026
Children numbers
Age range of children at the time of inspection
1 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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