Scallywags Day Nursery Limited

Scallywags Day Nursery Limited
Unique reference number (URN): 2797849
Address: SCALLYWAGS NURSERY, 59 Suttons Lane, Hornchurch, RM12 6RL
Type: Childcare on non-domestic premises
Registered with Ofsted: 29/07/2024
Registers: EYR
Registered person: Scallywags Day Nursery Limited
Inspection report: 4 June 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
Achievement Strong standard
All children flourish and make secure progress in development that is individual to them.
Through their extensive understanding of the curriculum, staff consistently identify gaps in
children's learning through frequent tracking and monitoring. This continuously gives
children opportunities for extension in development.
Children are well prepared for the next stages in their lives. Younger children are supported
in building friendships with peers through small-group activities, for example, during a fruit
and vegetable stall role-play activity. Children are encouraged to take turns with each other,
offering kindness and respect. Children develop their language skills through imitation of
appropriate words used by staff in play, such as naming the fruits and vegetables they
touch. Across the setting, children explore their independence, such as dressing themselves
for outdoor play and serving their own food during mealtimes. Older children are supported
in exploring their phonics skills, for example, focusing on one letter per month and learning
how to write, pronounce and identify words beginning with the letter. As a result, children
develop skills to support them in moving to school.
Children are extremely positive in their attitude to learning and are praised for their
achievements. Children are fully engaged in activities provided for them and thrive from their
ability to make decisions.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff set high expectations for children's behaviour and promote this through
positive role modelling. Children are extremely well behaved, show respect to each other
and offer support when needed. Children can identify potential conflicts arising and attempt
to diffuse them independently, for instance, by using appropriate language such as 'No
thank you, I don't like that.' Children are aware they have support from staff in these
situations and will seek help confidently if needed. As a result, children build trusting,
positive relationships with staff.
Staff offer consistent praise to children throughout daily tasks and activities and encourage
manners, such as saying 'please' and 'thank you'. As a result, children are role-modelled
respect while feeling valued and appreciated.
Leaders and staff work collaboratively with parents to ensure attendance and punctuality are
consistent. Leaders have updated policies to strengthen their monitoring of attendance.
They follow a robust strategy of identifying reasons for absence, documenting and
monitoring for patterns. This ensures parents understand the importance of consistent
routines to support children's learning, development and wellbeing.

Children's welfare and wellbeing Strong standard
Leaders and staff consistently prioritise all children's welfare and safety. Leaders update
policies and procedures frequently and effectively. Staff discuss potential risks when
outdoors with the children, for instance, road safety, strangers and hazardous risks from the
forest destinations. Staff create child-friendly songs surrounding these risks, which children
frequently sing on the journey to and from the forest area. Staff involve children in daily risk
assessments of the forest area, with supervision. Children thrive from this independence
and form an in-depth knowledge when identifying risks themselves.
Children are provided with healthy lifestyle learning through daily routines and activities. The
setting provides balanced, healthy meals, as well as discussions around healthy eating,
exercise, rest and their importance. Babies and younger children are enriched with language
appropriate to their age around foods and physical activity to promote healthy lifestyles.
Younger children are encouraged to explore through their senses, such as taste-testing fruit
and vegetables. Staff support the children in using utensils hand over hand to cut the fruit
and vegetables.
Older children are given opportunities to engage in yoga sessions, tree climbing and den
building in the forest. As a result, children's physical and wellbeing development is
prioritised. Leaders also support families widely through offering parent packs for healthy
lifestyles and transitions, for example, bags that contain information, props and guides for
routines such as oral health and toilet training. These effectively support children and
parents with transitions to ensure healthy lifestyles are maintained and embedded.
Curriculum and teaching Strong standard
Leaders have created a rich curriculum across the setting, which is embedded and
understood consistently by staff. Learning follows the children's interests and engagement in
a calm and relaxed environment.
Staff deliver activities and day-to-day routines that are adaptable for all ages, for example, a
scavenger hunt prepared for forest school. Children are encouraged to identify
items/species from pictures and hunt for them. This is extended for older children to tick the
pictures once found, then draw their interpretations. As a result, children are offered
opportunities for progression that are appropriate to their age and stage of development.
Younger children are given learning opportunities to develop their personal, social,
emotional, communication and physical skills. Babies babble and give gestures to staff,
displaying their needs and wants, to which staff respond immediately, for example, pointing
and eye gazing to the soft play. Staff encourage physical development by supporting babies
to crawl and climb. As a result, babies form confidence in staff and build positive
relationships.
Older children are given learning opportunities to effectively support their literacy
development. For example, children are encouraged to write their name for registration,
using their name cards. Children are given mathematical opportunities through counting
money in role-play canteens, which is extended by introducing simple addition and
subtraction. Staff ensure natural resources are appropriately adapted, such as using sticks

to measure distance. This enhances children's progression for the next stages in their lives,
such as going to school.
Leaders and staff ensure that children are offered experiences in their development to use
in-the-moment thinking. For example, during a duck egg activity, children suggest looking at
the eggshells through a telescope. Staff use rich language and encourage children to
identify similarities and differences in size and patterns, and use mark making tools to draw
their own. This type of learning enables children to grow their critical thinking abilities
positively.
Inclusion Strong standard
Leaders and staff swiftly and consistently identify if children require additional support in
their learning. Leaders and staff are equipped with excellent knowledge on how to support
children with additional needs and/or other barriers to their learning. The internal special
educational needs officer creates individual strategies to support these children effectively.
Individual education plans are created specifically to support individual children's needs.
Parents are updated on the strategies in place to ensure continuity between home and the
setting. As a result, children progress with appropriate pace. Staff use pictures to show
children what is coming next in the routine. The consistent approach allows children to order
their thinking and prepare for transitions. The setting further supports these children by
working collaboratively and effectively with area special educational needs officers and other
outside agencies.
Leaders and staff use additional funding, such as early years pupil premium, very effectively.
They have a robust system in place where leaders and staff decide how to use the funding,
dependent on the child's interests and areas of development. This is a result of the staff's
profound knowledge of all children. This ensures children in receipt are offered resources
and opportunities to support their development even further.
Leaders and staff create books, called social stories, that capture behavioural difficulties
and/or any other barriers to children's learning. These effectively capture the individual
needs of children through a story to support an area of development. As a result, children
begin to understand feelings and emotions successfully.
All children are given opportunities to experience rich encounters within the local area, for
instance, visits from the emergency services, trips on local transport and cultural
celebrations involving parents. These are all adapted to meet all children's ages, stages and
needs. These encounters allow children to explore experiences they may not be offered
elsewhere.
Leadership and governance Strong standard
Leaders have an extremely positive outlook on driving improvements for their setting.
Leaders effectively and consistently reflect on the setting's strengths and areas of
improvement. Leaders and staff collaboratively create internal action plans, ensuring
progression for the setting is prioritised. Leaders maintain high-quality teaching by providing
compulsory and additional training programmes to their staff, continuously developing
knowledge and understanding.

Leaders also offer their expertise to the local community, providing accredited training
courses and support to local settings. Leaders also provide paediatric first-aid courses for
parents attending the setting and within the community. This benefits children and parents in
the community, offering continued support and confidence.
Leaders prioritise the wellbeing of the children and staff in the setting. New staff are
effectively supported in their roles. They are given shadowing opportunities with senior staff,
self-reflection observations and feedback and supervisions. Staff have an extremely positive
outlook on the setting's aims and are fully confident in their leaders' approaches. They feel
valued, with their opinions and ideas taken account of. As a result, staff are positive, happy
and calm in their teaching approaches, offering the best development opportunities to
children.
Leaders are tremendously passionate in providing high-quality care and learning for all
children. Leaders have created highly successful and positive relationships with parents and
carers. Leaders provide effective communication of day-to-day occurrences through an
online app and verbal handovers. Leaders arrange termly assessment meetings and hold
frequent parent events. Parents comment on the importance this has had in creating a
community for them. This benefits children through continuity of development from home to
the setting.
What it's like to be a child at this setting
Children thrive from the embedded curriculum and the calm, welcoming, nurturing
environment provided by leaders and staff. A forest school ethos has been created, which
allows children to explore freely and lead play with a calm and reassured attitude. Children
always have a grounded, positive approach to learning. The children are offered a range of
activities both within the setting and during outdoor learning, which are rich and full of
learning opportunities. Staff ensure children feel valued by giving each child their attention
directly, being on their level, and offering consistent praise for their work or understanding.
As a result, children build harmonious, positive relationships with staff.
Children are given a consistent approach to behaviour management. They support each
other in play and in moments of need independently. Children consistently use their
manners with peers and staff. As a result, children succeed from positive role modelling,
adopting respect and kindness. All children are noticeably happy, calm and confident in their
environment.

Inspector:
Jamie-Lee Kiff
About this setting
Unique reference number (URN): 2797849
Address:
SCALLYWAGS NURSERY
59 Suttons Lane
Hornchurch
RM12 6RL
Type: Childcare on non-domestic premises
Registration date: 29/07/2024
Children's development is tracked regularly to ensure the ongoing progression and
extension of learning. Staff are extremely knowledgeable of all children in their care. This
ensures children are fully understood by all staff and able to flourish individually. Those
children who have been identified with special educational needs and/or disabilities, or any
other barriers to their learning, are identified quickly. The setting's special educational needs
officer puts strategies in place to offer support. As a result, these children make positive
progress from their individual starting points.
Next steps
Leaders should ensure continued improvement in the setting's successful work to
continuously extend children's learning and motivation in the moment beyond what they
already know, to realise a transformational impact on all children's achievement in
readiness for school.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
assistants and parents 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.

Registered person: Scallywags Day Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Havering
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 4 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
60
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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