Little Acorns Daycare

Little Acorns Daycare
Unique reference number (URN): 2784492
Address: 34 Earl Rise, London, SE18 7NH
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/04/2024
Registers: EYR, CCR, VCR
Registered person: TYN Group Ltd
Inspection report: 2 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
Children's welfare and wellbeing Strong standard
Leaders place a very high priority of children's welfare and wellbeing. They work
collaboratively and effectively in partnerships families to promote a holistic approach. This
ensures they recognise and understand the changing needs of all children who attend the
nursery. Staff prioritise supporting new children to settle and build strong attachments to
ensure they feel emotionally safe and secure. This in turn, enables children to develop
positive relationships with their peers, engage in their learning and increase their social
interactions.
Staff skilfully teach children about the importance of adopting healthy lifestyles and thread
information throughout routines and conversations. They fully promote independence of self-
help skills as children are encouraged to attend to their toileting needs and regularly wash
their hands. Children learn about the importance of cleaning their teeth, limiting sugary
snacks and eating fruit and vegetables. Children share their own experiences of developing
healthy habits with oral health routines. Staff have increased their knowledge and rigorously
follow safer eating practices during snack and mealtimes to ensure children's safety. Staff
carefully plan and adapt experiences to include children with special educational needs and
/or disabilities. They use sensory experiences to aid their exploration, reduce anxiety and
build an understanding of dietary variety. All children have daily opportunities to develop
their physical skills and spend time outdoor to aid their mental wellbeing.
Inclusion Strong standard
Leaders have robust procedures in place and ensure staff follow these consistently to
provide high quality support to children and families from the start. They gather detailed
information from the beginning and use observations and discussions with parents and
carers to identify children's starting points. Children's progress is continually and effectively
monitored and leaders and staff use the assess, plan, do and review approach. This
ensures early interventions is acted upon swiftly and children receive consistent help and
support they need to make progress in their learning and development.
Leaders make timely referrals to gain professional help for children with special educational
needs and/or disabilities (SEND) and those who may face barriers to their learning. During
the interim, leaders and staff devise individual education plans to support children with
SEND. They routinely ensure they meet the needs of children by skilfully adapting the
environment, providing extra sensory experiences and additional one to one support. Staff
have high expectations for all children and plan appropriately for their ongoing learning. Staff
work in partnership with other professionals and act on their advice. Staff provide an
inclusive environment and ensure parents who have English as an additional language
understand the referral process and benefit from additional funding to help meet their
children's needs.

Expected standard
Leadership and governance Strong standard
Leaders and staff have consistently high expectations for all children. They work in effective
partnership with parents and carers to promote children's ongoing development. Parents
speak very highly of the nursery and recognise the support they are given personally and
the support to help them continue their children's learning at home. Leaders are extremely
proactive in supporting parents to access available funding and promote a culture of
inclusion as they navigate referral pathways and help with school applications and
transitions. Leaders work with a range of external professionals to ensure support for
children with special educational needs and/or disabilities (SEND) is coordinated and
effective in meeting their needs.
Leaders are very passionate about their roles and have a clear vision of providing high
quality care and education for all children. They regularly reflect and review with the staff
team to identify areas for development and put precise plans in place to address any
priorities and take effective action. This ensures they all make a positive contribution to
continue to improve and provide the best possible outcomes for children. Staff state they
feel valued and leaders regularly support their mental wellbeing and workload. Staff access
regular continued professional development such as supporting children with SEND to
enhance their knowledge and skills further. This enables them to raise the quality of their
teaching to benefit the children in their care.
Achievement Expected standard
Children with special educational needs and/or disabilities and those who may face barriers
to their learning make progress from their starting points. They are supported to reach
targets on their individual learning plans and prepare them for future learning. All children
develop their language skills at their individual levels. They learn new vocabulary, increase
their sentences, make their needs known and become confident communicators. For
example, children use words they have learn from a story as they play and share their own
experiences.
Children benefit from a wide range of learning experiences which support them to develop
the knowledge and skills they need to prepare for school. For example, they develop their
independence and self-help skills as they serve snacks and make choices in their play.
Children demonstrate their concentration skills as they build towers with bricks. They enjoy
receiving praise for their efforts and show determination when they fall and need rebuilding.
Children show a positive attitude to their learning as they learn to count, match colours and
use resources to retell familiar stories they have heard.
Behaviour, attitudes and establishing routines Expected standard
Leaders have procedures in place to promote a calm and inclusive environment which
promotes and establishes children's behaviour and attitudes to learning. For example, staff

role model positive behaviour, they speak to children in calm voices and show a caring
attitude. They remind children about rules and provide regular praise and encouragement
which helps to raise children's self-esteem. Staff talk to children about their emotions and
introduce new words to help strengthen their understanding of their own and other's
feelings. They support children to regulate their behaviour and develop positive relationships
with their peers. Children display a positive attitude to their learning, use good manners and
are kind to their peers.
Staff have introduced a 'now' and 'then' board which provides visual prompts to help children
including those with special educational needs and/or disabilities or those who may face
barriers to their learning to develop an understanding of the routine. Routines throughout the
day are not fully established. Staff typically tell children what is happening next although
they do not consistently ensure children understand what is expected of them. For example,
at tidy up time when children continue to play or during hand washing times. Leaders work
with parents and carers to promote punctuality and attendance. They are flexible in their
approach to accommodate parents changing needs and help to remove barriers to
attending.
Curriculum and teaching Expected standard
Leaders ensure staff plan and provide a well sequenced curriculum which offers children a
broad range of activities and resources to build on their existing knowledge. Staff identify
children's next steps and ensure they have time to practise and develop their skills across all
areas of learning. For example, children use a variety of tools to develop their fine motor
skills to help to prepare them for future writing.
Staff place a high priority on children's communication and language skills. They introduce
new words, share stories and songs and engage children in conversations as they play.
Staff typically provide commentary, repeat words and clarify children's pronunciation when
needed. They position themselves to provide eye contact and ensure children can hear and
see visual ques. This support children with special educational needs and/or disabilities to
help increase their interactions and vocabulary. Staff regularly ask questions but do not
always give children time to think and respond before giving the answer. This does not
always enable staff to understand exactly what children already know or need to learn next.
Children benefit for daily opportunities to develop their physical and social skills. They
develop their balance and coordination as they use the slide, step between blocks, steer
bikes and scooters and dance to music with their peers. Staff increase children's
understanding of mathematics as they regularly count, learn names of shapes and concepts
such as different weight and capacity.

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 thoroughly enjoy their time at this friendly and welcoming nursery. They benefit
from a broad range of fun, exciting and challenging learning experiences. With proactive
staff interaction these promote their interests and develops their skills across the curriculum
areas. Children are warmly welcomed on arrival and independently take off their coats and
hang them on pegs. Staff engage with parents and seek any updates which enables them to
all children's wellbeing throughout the day. Children build strong attachments with their key

Inspector:
Helen Craig
person which ensures they feel safe and secure and helps them to develop a sense of
belonging.
Children keenly make choices in their play. They enjoy making caterpillars and fruit from
dough. They use tools to develop their small muscle movements and recap on a story they
shared earlier. Children count with staff, name shapes and colours as they play and
increase their mathematical knowledge. Children invite staff to join their play and use their
imaginations. Children use the trains and tracks and pretend to go on a trip to London. They
are encouraged to share their experiences and use tools to mend the track.
Children learn new vocabulary as they play, repeat words and are supported to increase
their sentences. Children with special educational needs and/or disabilities and those who
may face barriers to their learning are given extra time and support with their
communication. Children are encouraged to progress from making sounds to develop words
which supports their confidence and ongoing development.
Children develop their social skills through a range of activities and experiences. They learn
to take turns and share resources, share ideas and engage in conversations with their peers
and staff. Children are encouraged to talk about their feelings and learn about others. They
listen to music and stories in different languages which supports a culture of diversity and
inclusion. This helps children begin to understand their own uniqueness and learn respect
for others. Leaders work with children's families to manage their attendance and to develop
solid foundations for future learning.
Next steps
Leaders should strengthen routines to help children understand what is expected of them
and support them to take responsibilities for tasks like tidying away the toys.
Leaders should support staff to improve using questions to give children more time to
think and respond to ensure staff understand what children know.
About this inspection
The inspector spoke with leaders, practitioners, 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.

About this setting
Unique reference number (URN): 2784492
Address:
34 Earl Rise
London
SE18 7NH
Type: Childcare on non-domestic premises
Registration date: 23/04/2024
Registered person: TYN Group Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00
Local authority: Greenwich
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 2 June 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
30
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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