The Oaks Centre Ltd

The Oaks Centre Ltd
Unique reference number (URN): EY443861
Address: Collier Row Road, ROMFORD, RM5 2DD
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/04/2012
Registers: EYR, CCR, VCR
Registered person: The Oaks Centre Limited
Inspection report: 3 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
Overall, children of all ages make effective progress and achieve in all 7 areas of learning.
For example, older children learn about life cycles and nature as they explore carefully
planned activities that build their learning experiences. Accurate and ongoing assessment
ensures that all children, including those with special educational needs and/or disabilities,
are achieving developmental goals and that they are prepared for their next stage of
learning. For example, children with communication barriers are well supported, and they
are gradually engaging in conversation and building their language skills. Older children are
showing readiness for school, and they are building on the key skills required to support the
transition. For example, children are selected to be the class helper with allocated tasks to
promote their independence and confidence. Younger children achieve developmental and
learning milestones too as staff adapt and carefully plan to ensure that every child has
suitable and achievable next steps. For example, younger children learn to self-serve their
meals and grow their independence.
Behaviour, attitudes and establishing routines Expected standard
Children behave positively and calmly, and they demonstrate an eager attitude to learning
and exploring. Children play well together and are developing key social skills such as
sharing and listening to one another. Staff support all children to engage with one another in
a respectful manner and be aware of one another's feelings. Children behave well, which is
due to the behavioural expectations implemented by staff. However, these are not yet fully
embedded. For example, expectations around safety, such as not running indoors, are not
consistently swiftly addressed by all staff. This means children may be unclear of boundaries
and behavioural expectations. However, staff use 'Now and Next' boards and flash cards
effectively to help children with barriers to their learning to understand routines and
behaviour expectations of the setting, where age and stage appropriate.
Children build warm and social relationships with each other, and they eagerly invite others
into their play. For example, children in the home corner create a role-play picnic scenario
and share food items to invite other children to join them. Children also form secure
attachments with the staff, including their key persons, which further supports positive
behaviour, attitudes and understanding of routine. Leaders share the expectations of
attendance with parents, highlighting the importance of consistency and the positive impact
regular attendance will have on learning and development, including school readiness. As a
result of this, parents routinely inform of any absence in a timely manner, and this is well
recorded and tracked.
Children's welfare and wellbeing Expected standard
Leaders and staff demonstrate understanding of how to support children's wellbeing and
welfare. Through continuous professional development and internal policy reviews, leaders
identify where changes and updates are required. For example, following a change in
requirement to children's privacy, leaders have implemented effective systems to support

this change. Staff support the children to develop understanding of healthy choices and the
importance of these. For example, children have constant access to fresh water, which they
help themselves to, and at mealtimes the children and staff engage in conversation about
healthy food and the importance it has on their bodies and health.
Staff are attentive to the care needs of the children and respond to each child. For example,
children with wet clothes or messy hands are well supported in their care needs to make
them comfortable. Staff focus on independence throughout the day and daily tasks, and, as
a result of this, children are rapidly developing this skill. For example, children of all ages are
independent in their care needs, self-dressing and completing everyday tasks such as
refilling their water bottles. The outdoor area is an extension of the classroom, and it is well
equipped and spaced to allow for a range of physical activities and freedom of movement.
Every child is allocated a key person through an effective key-person system. As a result of
this, children form secure and warm attachments, which supports their wellbeing and
emotional needs.
Curriculum and teaching Expected standard
Leaders support staff to continue to embed the ambitious curriculum that aims to promote
high-quality learning for every child. For example, staff are trained on communication
development across all ages and how to further enhance this skill in everyday planning and
activities. Staff typically use the well-designed curriculum to ensure that every child is
thriving and developing in all areas of learning. Leaders and staff focus their curriculum on
encouraging children to be independent. For example, at mealtimes, children serve
themselves, choose their meal place mats and collect their plates and cutlery before finding
a space to sit. Staff use planned next steps and ongoing observation to ensure that the
curriculum is delivered to every child at a suitable pace and in line with their abilities and
interests. The setting has a wide variety of books, which are incorporated into daily activities
to help bring the characters to life. Staff typically deliver teaching experiences that support
all areas of learning. However, this is not yet consistent. For example, children engage in
planned focus activities such as creating farm animals with play dough and dry ingredients
to support physical and communication skills, but staff do not consistently support the
children's learning to understand the learning intention and outcome for the activity.
Inclusion Expected standard
Leaders and staff swiftly and accurately identify children who need extra support. Working in
partnership with parents, staff are able to create focused next steps and support plans,
which means children with special educational needs and/or disabilities and those with other
barriers to their learning are well supported and monitored. Staff work with designated
special educational needs professionals to ensure that a consistent and effective plan and
approach is implemented that allows every child to learn and thrive.
Staff are well trained in consistent approaches that help children with barriers to learning
and additional needs settle and be able to follow routines. For example, staff use methods
such as comfort items and routine props such as timers for children that require support at
times of transition. As a result of this, these children are able to engage with the routine and
are settled in knowing what is next.

Staff use individual tracking systems to ensure that next steps are tailored to each child, as
well as to celebrate achievements and milestones. Staff have the knowledge and ability to
adapt activities to ensure that every child has equal access to the curriculum and learning.
For example, staff use methods such as adapting their language, using visual reminders
and using sign language to ensure that every child is included.
Leadership and governance Expected standard
Leaders understand the setting's strengths and areas for further continuous development,
and they regularly review this. For example, leaders recognise that the recent merge of the
rooms means staff require ongoing training and support to ensure that they are able and
confident to deliver the curriculum to children of all ages and abilities. Where areas of
development are identified, leaders are effective in approaching the local authority for further
support and to ensure the best possible outcomes. For example, following a recent breach
in working with external agencies regarding changes to staff suitability, leaders have been
supported by the local authority to tighten and enhance their knowledge of safeguarding
procedures and information-sharing.
Leaders have an open and positive relationship with staff where they encourage ongoing
communication about workloads, wellbeing and overall support. Through supervision and
monitoring of practice, leaders have highlighted ongoing targeted training needs, which they
are addressing and monitoring. For example, the recent communication and language
training was implemented to support and encourage all staff to role model effective age-
appropriate language interactions following the merge of age groups. As a result of this, staff
have developed this skill further and demonstrate understanding through interactions of
language development across all ages, and this continues to be implemented. Leaders
engage with other professionals where needed to best support the children and staff. For
example, leaders hold meetings with school class teachers ahead of school transitions.
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 are calm, playful, respectful and happy at this setting. They share their ideas and
engage in play and activities with one another. Children are developing important social
skills such as treating one another with kindness, sharing and showing empathy. For
example, children look for one another to invite them to play and hand other children
resources so they are included in the activities. Staff plan a wide range of activities using the
children's next steps as well as their interests. For example, staff use biweekly topics to plan
engaging activities, but they are also flexible to adapt to the current interests and play
directions of the children. As a result of this, children are engaged, calm and eager to
explore. Overall, children are making positive progress in their learning and development,
and staff are aware of the setting's cohort of children and their individual needs. For
example, staff are aware of home life factors such as new siblings, and they support the
children to help understand these changes as well as support their emotional regulation. As
a result of this, children are consistently supported with their wellbeing and are confident to
express their emotions. Children seek attention and comfort from adults when needed and
are confident to share their ideas and feelings. Staff celebrate each child as an individual
and work with parents to gain an understanding of each child. As a result of this, children
thrive and express themselves while growing in confidence and self-expression.
Next steps
Leaders should continue to support staff to embed the curriculum and deliver high-quality
learning opportunities across all areas of learning to meet the needs of all children.
Leaders should continue to support and monitor staff's professional development and
implement targeted ongoing training to ensure that all staff have the skills and knowledge

Inspector:
Louise Mackay
About this setting
Unique reference number (URN): EY443861
Address:
Collier Row Road
ROMFORD
RM5 2DD
Type: Childcare on non-domestic premises
Registration date: 19/04/2012
Registered person: The Oaks Centre Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Barking and Dagenham
Facts and figures used on inspection
to consistently deliver high-quality care and education.
About this inspection
The inspector spoke with leaders, 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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

This data was available to the inspector at the time of the inspection.
This data is from 3 June 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
24
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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