URN 2742936 · Inspected 2026-06-02 · Published 2026-07-14 · Inspector: Frankie Holliday
Adorable Childcare Nursery Ltd. Unique reference number (URN): 2742936 Address: 25, Leys Avenue, Teresa Greene Community Centre, Dagenham, Essex, RM10 9YP Type: Childcare on non-domestic premises Registered with Ofsted: 23/08/2023 Registers: EYR Registered person: Adorable Childcare Nursery 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. Expected standard Achievement Expected standard Children typically make steady progress across all areas of their learning. This means they are prepared for their next stage of development. Children generally develop effective communication skills. For example, children develop their vocabulary when discussing the life cycle of a caterpillar. All children learn how to sit and listen in group sessions and display positive behaviours. They engage in song time, copying actions, singing along and joining in with movement. Children show growing independence and resilience, attempting tasks for themselves. For example, children pour their own drinks and use tweezers to pick up their snacks. They confidently follow daily routines, manage personal care and begin to apply early mathematical understanding such as reliably counting. Children play collaboratively with each other and take turns with equipment. Children with special educational needs and/or disabilities make progress because staff adapt activities and provide reassurance, so they can take part alongside their peers. Behaviour, attitudes and establishing routines Expected standard Staff act as positive role models and use warm, respectful language to reinforce expectations for behaviour. Children develop secure relationships with staff and each other, contributing to a culture of care, kindness and respect across the setting. Older children collaborate, take turns and play together, showing developing understanding of positive social skills. Children typically behave very well and demonstrate positive attitudes towards their learning. Leaders have established clear routines that are followed consistently so that all children benefit from the setting's experiences and education. A visual timetable supports children with special educational needs and/or disabilities, or those who speak English as an additional language, to understand what is coming next. Staff use language to reinforce behaviour expectations, such as reminding children that 'sharing is caring' and to take turns. Staff and children have trusting relationships, which supports children to feel settled and secure. Babies seek comfort when sleepy with well- known adults and initiate cuddles. Older children listen carefully to adults, follow instructions, and invite them to play. Leaders support families to recognise the importance of their children's regular attendance in readiness for starting school. Absences are monitored promptly, which also helps to safeguard children. Children's welfare and wellbeing Expected standard Staff promote hygiene routines and encourage children to wash their hands and begin to manage aspects of self-care, supporting independence. They explain to children clearly why some actions are unsafe, such as why grapes must be cut before we eat them. This promotes children's understanding of how to keep themselves safe. Staff fully supervise children when they are eating and sleeping to promote their safety. Staff effectively adapt routines to ensure that individual needs are met. Staff build warm, responsive relationships with children, helping them to feel emotionally safe and confident. Staff get to know children well so they can recognise when a child is overstimulated and requires support. Children seek comfort when needed and receive reassurance from familiar adults, supporting their emotional wellbeing. Staff provide nutritious main meals each day on their menu. However, the pudding menu does not consistently follow the nutritional guidelines. This means children are not always able to make healthy choices. Leaders recognise this should be strengthened to ensure children are always supported in developing healthy habits. Staff plan regular time for all children to play in the garden and get daily access to fresh air. Staff are sensitive and responsive to children and reflect a positive inclusive culture. They ensure children have time to have freedom of choice in activities they wish to play, and time to take part in creative activities. Curriculum and teaching Expected standard Since the last inspection, leaders have improved the curriculum for children. Staff generally implement this well through positive and high-quality interactions. However, at times, staff do not fully identify opportunities to extend children's thinking to enhance their learning. This means children are not consistently supported to develop their ideas and understanding of concepts. Staff observe and assess children's progress regularly to identify gaps in their learning. They use this information to plan activities that will support children's next steps in learning. Leaders and staff use strategies to reduce any barriers to meet the needs of children with special educational needs and/or disabilities. They offer a broad range of activities and experiences that promote children's learning across all areas of the curriculum. Children develop a love for books. They enjoy daily group story times, and children independently access books throughout the day. Mathematics is incorporated in play and role modelled by staff in interactions. For example, they sing 'Five Little Monkeys Jumping on the Bed', and staff support children to use their fingers to correctly show the number of monkeys left each time. Children are taught to recognise different feelings, and staff promote sharing and playing with others. Staff prioritise physical development for all children. Babies are encouraged to throw balls in the ball pit or dig and scoop in sand. Older children balance on bucket stilts, jump into hoops and enjoy dancing. Inclusion Expected standard Leaders focus on building effective partnerships with external professionals to enhance outcomes for all children. This collaborative working ensures that children's progress is monitored and reviewed regularly. Leaders take timely action to reduce barriers that children face in relation to their learning and/or wellbeing through strategic support, reasonable adjustments and inclusive practices. They are committed to their role to improve the experiences and outcomes for children with special educational needs and/or disabilities. Leaders make effective use of additional funding appropriately to provide targeted interventions, additional adult interaction and specialised resources. This helps eligible children develop their communication skills, regulate their emotions and remain actively involved in learning experiences and daily routines. Children benefit from these interventions and make significant improvement. All children are valued and are helped to make progress in their learning from their individual starting points. Overall, staff ensure children are supported to take part in nursery life. For example, they use visual aids and transitional objects to support children's understanding of the daily routines. Staff respond to sensitive situations with compassion and professionalism. Leadership and governance Expected standard The provider has improved the oversight and governance of this nursery to bring about positive changes. The new leadership team are working closely with the local authority and other agencies to be able to sustain the improvements being made. Training has been focused on the most pertinent improvements, and leaders have identified there is further work to be done to ensure all staff are consistently teaching to a high standard. Leaders and staff holding a new responsibility for supporting the most vulnerable children, including those with special educational needs and/or disabilities, are committed to ensuring the best interests of the children in their care. Leaders typically work in partnership with parents, sharing information about children's development through an app and daily handovers. Parents report that children are progressing well and enjoy attending the nursery. However, leaders have not yet reflected on how to include all parents in supporting their children's learning and development at home. Parents do not receive clear guidance to support learning at home. This limits opportunities to reinforce children's learning consistently beyond the nursery. Leaders ensure the safety of their children. They follow safer recruitment practices, and risk assessments are suitable. Leaders take effective steps to support staff wellbeing. For instance, leaders adapt staff's work schedules to accommodate their personal circumstances. Regular communication and teamwork contribute to a positive working environment. Leaders ensure staff participate in a range of professional development opportunities, both face to face and online through refresher courses and in full training days with external professionals. What it's like to be a child at this setting Children arrive at the setting confidently. They independently hang their coat and bags up on pegs and self-register, ready to start their day. The leadership team and staff welcome families with genuine warmth. Children generally settle quickly and engage in their learning. The varied curriculum encourages children to be curious, develop a positive attitude to learning and build independence. Staff typically plan a range of activities that build on what children already know and can do and extend their skills and knowledge over time. For example, children explore a sensory tray filled with oats and a wind-up caterpillar with interest and concentration. They manipulate and twist the mechanism to give the wiggly caterpillar power again with increasing control, strengthening small muscles and developing hand–eye coordination. Children are happy and enjoy their time at nursery. Babies show that they feel comfortable and secure by settling on known adults for story time. At story time, they enthusiastically share their ideas about the story with each other. Outside, children attempt obstacle courses with friends, roll balls down ramps and proudly demonstrate their responsibility to water the plants. They move freely between activities, make choices about their play and show sustained interest in the extensive outdoor environment. Overall, children develop the knowledge and skills to be ready for school, such as being able to wash their hands and serve foods themselves, and they demonstrate advanced listening skills. All children receive lots of praise, which builds their self-esteem. Children who face barriers to their learning benefit from multi-agency working and support within the setting. As a result, all children make suitable progress in all areas of their learning. There have been significant improvements made since the last inspection, resulting in improved outcomes for children. The new leadership team have a very positive attitude towards supporting all children to thrive. They are striving to embed the improvements already made. Next steps Leaders should enhance parent partnerships to develop strategies for continuity of children's learning and development at home, including those parents who may be harder to reach. Leaders should review and adapt menus to consistently provide healthy and nutritious options at mealtimes so that children can make healthier food choices. Leaders should provide further guidance and support so that staff can confidently and consistently identify opportunities to extend children's thinking and enhance their learning. About this inspection The inspector spoke with the leaders, managers, the special educational needs coordinator, staff 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. Inspector: Frankie Holliday About this setting Unique reference number (URN): 2742936 Address: 25, Leys Avenue Teresa Greene Community Centre Dagenham Essex RM10 9YP Type: Childcare on non-domestic premises Registration date: 23/08/2023 Registered person: Adorable Childcare Nursery Ltd. Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00 Local authority: Barking and Dagenham 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 1 to 4 Total number of places 52 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? 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