Fennies Addiscombe Road

Fennies Addiscombe Road
Unique reference number (URN): EY376233
Address: 92 Addiscombe Road, CROYDON, CR0 5PP
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/09/2008
Registers: EYR, CCR, VCR
Registered person: Fennies Day Nurseries Limited
Inspection report: 19 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
All children, including those with special educational needs and/or disabilities and those
facing other barriers to learning, typically make progress across all areas of learning.
Children show increasing independence. For example, they make choices in their play and
take on small responsibilities, such as tidying up books after storytelling times. Children feel
proud of their efforts and achievements and build their self-esteem. They communicate
confidently and ask for help and support from staff when needed. Children take part in
regular group activities where they sing songs and develop their recall skills. However,
interactions with babies and younger children do not consistently help them to extend and
build on their existing skills. Children enjoy fresh air and develop their physical skills. They
test and improve their gross motor skills in the setting's garden and strengthen their fine
motor skills in a variety of ways. For example, they tear paper apart, model clay and use
scissors during art and crafts activities. Children build early mathematical awareness
through play. For example, they are eager to demonstrate their counting skills, confidently
counting down to make their rockets blast off.
Overall, children are suitably prepared for their next stage in learning, including their move
on to school.
Behaviour, attitudes and establishing routines Expected standard
Children behave well and respond to the clear expectations set by staff. Reminders such as
'indoor voices' help children understand boundaries. Children follow the setting's rules and
generally play well together. They help tidy up after they have finished playing and share
laughs during their games. Staff help children to manage their feelings and behaviour. If any
unwanted behaviour unfolds, staff swiftly intervene and talk to them about how their actions
can affect their friends, and they encourage them to be kind. Children learn to use good
manners and be considerate. For example, staff remind them to say thank you when a
friend does something to help them.
Overall, children show positive attitudes to learning. They independently choose what they
want to play with and engage in a variety of learning opportunities. Children learn to play
cooperatively. However, at times, the lack of interactions from staff can hinder their
motivation towards learning. Children understand and follow routines that are embedded
into daily practice. For example, they wash their hands after playing at the messy tray.
Leaders encourage regular attendance and follow up absences promptly. This supports
children to gain good habits for the future.
Children's welfare and wellbeing Expected standard
Children form secure attachments with the adults who care for them. Babies stretch their
arms towards familiar adults for reassurance. Older children share their thoughts and ideas
with staff. As a result, children feel safe and secure.

Staff encourage children to recognise and express their emotions through discussions and
activities that explore feelings. For example, they read 'The Colour Monster' story and
observe their facial expressions in mirrors.
Staff generally promote children's understanding of healthy habits. Children wash their
hands before enjoying nutritious, homemade meals, with parents informed of weekly menus
that reflect dietary needs. Staff help children to identify foods that are good for them, such
as greens. This helps them to gain an understanding of how to make healthy choices. In
addition, children have daily opportunities for exercise and energetic play. They enjoy
playing outdoors, where they can strengthen their motor skills, including their small muscles,
when refilling containers at the water tray. However, self-care practices are not always
consistently promoted across the setting. For example, older children are regularly reminded
to use the nose-wiping station independently, while younger children do not always receive
the same level of support. As a result, opportunities to promote younger children's
understanding of self-care routines are sometimes missed.
Curriculum and teaching Expected standard
Leaders design a curriculum based around all areas of learning. Staff know children well
and use observations and assessments to identify gaps and next steps in their learning.
Overall, staff adapt their interactions with children to meet their needs. Where children have
barriers to learning, staff make changes to ensure that they take part in the activities and
make progress. For example, they use visual cues, such as pictures cards and 'Now and
Next' boards. However, at times, teaching does not consistently support younger children to
join in and to deepen their learning.
Staff support children's communication through conversations and introducing new
vocabulary during play. For example, they prompt children to recall and express their ideas
while conversing about movies. Staff introduce words as 'sludgy' when children are playing
with wet sand. In addition, children enjoy singing songs and listening to stories.
Staff weave mathematical understanding into everyday activities. Children are encouraged
to recognise numbers during play, solve simple problems and compare the sizes of the
constructions they made. For example, children remove toys from a net and observe how
many are left. These experiences support children to develop reasoning skills and learn
early mathematical concepts.
Inclusion Expected standard
Staff know children well and create an environment where all children can access and enjoy
activities. They use observations, assessments and discussions with parents and carers to
identify children's individual needs. This enables staff to plan and implement effective
strategies to support all children's development. Generally, staff adapt teaching so that every
child can engage and learn. As a result, children make steady progress from their starting
points.
Leaders and staff understand the importance of referring children to outside professionals
for further assessment and support. They signpost families to relevant services. Leaders

adapt communication methods to suit different families, including parents who speak limited
English, ensuring that everyone can contribute to their children's learning.
Leaders understand how to use funding to support all children. They explain how this may
include purchasing resources to meet their individual needs or accessing training to
increase staff knowledge and offer tailored support. Children enjoy outings in their
community and visit the local care home. They access books that represent different families
and are encouraged to appreciate the importance of love and kindness in all their forms.
This supports their understanding and respect for others.
Leadership and governance Expected standard
Leaders understand the setting's context, strengths and areas for development. They are
reflective and make changes to improve children's outcomes further. For example, leaders
reorganised the layout of some rooms to minimise disruptions and enhance children's
concentration while playing.
Leaders know families well and understand their children's individual needs. They help
families to access the support their children need and work closely with other professionals
when appropriate. For example, they make sure parents can access interpreters' services
when applying for future schools or seeking external support. This helps them to understand
processes and to make informed decisions in the best interests of their children. Parents
and carers are complimentary about the setting. They are happy with the progress their
children make and feel that they are prepared for their future learning. Parents are aware of
the key-person system and know their children's next steps. This demonstrates that
communication between the setting and parents is effective.
Leaders regularly supervise staff and support them to access additional training. However,
the professional development of staff is not consistently sharply focused on their individual
learning needs. As a result, there are some inconsistencies in staff practice. Staff feel well
supported and valued, and they report they enjoy working at the setting.
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 arrive happily at the setting. They demonstrate a sense of belonging and engage
well with one another, staff and visitors. The positive bond with staff and clear routines help
children feel confident and ready to learn. All children, including those with barriers to
learning, settle and explore a range of resources and activities. Babies and young children
are delighted to sing 'I Had a Little Turtle' and puff up their cheeks while catching bubbles.
Older children make volcanoes using newspaper and glue in preparation of a cause-and-
effect experiment.
Staff know children well and generally adapt teaching to support their development. They
identify children's individual needs and offer targeted support to children with special
educational needs and/or disabilities (SEND) to ensure that they make progress.
Staff acknowledge children's efforts and celebrate their successes. This helps children to
develop confidence and self-esteem. Children proudly show their finished work to adults and
friends and enthusiastically describe how they have chosen colours and shapes. In addition,
they enjoy talking about their achievements with visitors. For example, they take pride in the
positive choices they make each day, such as remembering class expectations and
routines. Overall, all children, including those with SEND, make suitable progress from their
starting points and are typically prepared well for their next stage in learning. Staff support
them to express their needs, developing their vocabulary and confidence.

Inspector:
Damiana Cornacchia
About this setting
Unique reference number (URN): EY376233
Address:
92 Addiscombe Road
CROYDON
CR0 5PP
Type: Childcare on non-domestic premises
Registration date: 10/09/2008
Registered person: Fennies Day Nurseries Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00
Local authority: Croydon
Next steps
Leaders should support staff to develop consistently high-quality interactions across the
setting to further extend children's learning, especially for younger children.
Leaders should sharpen arrangements for staff's individual professional development to
further raise the standard of teaching.
Leaders should ensure staff consistently help children to manage their personal care
needs across the setting.
About this inspection
The inspector spoke with leaders, practitioners, a special educational needs coordinator,
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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 June 2026
Children numbers
Age range of children at the time of inspection
0 to 5
Total number of places
109
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
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and regulates services that care for children and young people.
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