Little Acorns Day Nursery

Little Acorns Day Nursery
Unique reference number (URN): 2807354
Address: Little Acorns Day Nursery, 13 Exbury Road, LONDON, SE6 4NB
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/10/2024
Registers: EYR
Registered person: BBAK BUSINESS LTD
Inspection report: 22 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
Children achieve well from their individual starting points and develop the knowledge, skills
and confidence they need for their next stage of learning. Babies develop secure early
communication skills through meaningful interactions with attentive adults. This helps them
communicate their needs, build relationships and engage confidently with the world around
them.
Toddlers and older children make positive progress across all areas of learning. For
example, children discuss events in stories, use mathematical language during play and
confidently engage in mark-making and writing activities. They apply previously learned
knowledge and skills in different situations, demonstrating that they remember and build on
what they already know. For example, children group and count objects during play and
everyday routines. This helps children become confident learners who approach new
experiences with curiosity and enthusiasm.
Children with special educational needs and/or disabilities make positive progress because
practitioners tailor support carefully to their individual needs. As a result, children develop
increasing independence, resilience and confidence and are well prepared for their next
stage of learning, including school.
Behaviour, attitudes and establishing routines Strong standard
Leaders establish a calm, nurturing and inclusive culture where children develop highly
positive attitudes towards learning and behaviour. Practitioners have consistently high
expectations and support children to understand routines, build positive relationships and
show respect for others. Leaders work closely with families to promote regular attendance.
This helps children benefit fully from the rich learning experiences, positive relationships and
well-established routines that support their development and wellbeing. Children feel secure,
behave well and engage enthusiastically in nursery life.
Practitioners build warm and trusting relationships with children and use their secure
knowledge of individual needs to provide effective support. For example, practitioners
encourage children to play alongside their peers, share resources and take turns during
activities. This helps children develop important social skills, build friendships and learn to
consider the needs of others. Children with special educational needs and/or disabilities are
supported particularly well. For example, practitioners use calming spaces, sensory
resources and personalised strategies to help children understand and manage their
emotions. This helps children participate confidently in activities, develop positive
relationships and access learning successfully.
Leaders establish routines that help children develop increasing independence and manage
their emotions. For example, practitioners use songs and visual prompts to prepare children
for transitions between activities and daily routines. This helps children understand what is
happening next, move confidently between experiences and manage change successfully.
Practitioners consistently recognise children's efforts and achievements. This helps children

develop resilience, persevere with challenges and take pride in their accomplishments.
Children demonstrate excellent levels of engagement, concentration and cooperation and
are well prepared for their next stage of learning, including school.
Children's welfare and wellbeing Strong standard
Leaders place children's welfare and wellbeing at the heart of the nursery's work.
Practitioners know children exceptionally well and build warm, trusting relationships with
them. This helps children feel safe, secure and valued. Practitioners respond sensitively to
children's emotional needs and provide reassurance when needed. As a result, children
develop confidence, emotional security and strong relationships with familiar adults.
Leaders actively promote children's physical health and wellbeing. For example, they
provide nutritious meals that are freshly prepared on site and carefully adapted to meet
children's individual dietary needs. Practitioners sit alongside children during mealtimes,
encouraging conversation and supporting safer eating practices. This helps children develop
healthy eating habits and positive social skills. Leaders ensure that all practitioners attend
training in safer sleep, so practitioners follow effective sleep procedures that help children
rest safely and comfortably. They also promote healthy lifestyles through daily routines and
learning experiences. For example, children learn about oral health through stories,
discussions and activities that encourage good dental hygiene. Leaders work closely with
health professionals and families to support children's health and development. This helps
children establish healthy habits that support their future wellbeing.
Children develop high levels of independence through well-established daily routines. For
example, children confidently clear away after meals, sort cutlery and manage their own
hygiene needs. This helps them develop responsibility and self-care skills. Children
independently access 'snuffle stations' to wipe their noses and dispose of tissues
appropriately, helping them develop good hygiene habits. Children with special educational
needs and/or disabilities benefit from tailored support, such as sensory resources, calming
spaces and personalised strategies. This helps them regulate their emotions, participate
confidently in daily routines and access learning successfully. Children are happy and
resilient, and thrive.
Curriculum and teaching Strong standard
Leaders establish an ambitious curriculum that supports children to become confident,
independent and curious learners. They clearly identify the knowledge, skills and behaviours
they want children to develop and ensure that learning builds progressively as children
move through the nursery. Leaders regularly review children's learning experiences and
provide practitioners with guidance and support to maintain consistently high expectations.
Practitioners know children exceptionally well and use their knowledge of children's
interests, needs and developmental stages to plan engaging learning opportunities. They
respond skilfully to children's ideas and adapt activities to extend learning. For example,
practitioners encourage children to recall events from stories and use these ideas to create
story characters, write letters and discuss healthy choices. This helps children remember
previous learning, make connections between ideas and develop confidence in expressing
their thoughts.

Communication and language is prioritised throughout the nursery. For example,
practitioners introduce new vocabulary, model language effectively and ask questions that
encourage children to think, explain their ideas and solve problems. This helps children
develop confidence as communicators and supports their understanding across all areas of
learning. Practitioners support children with special educational needs and/or disabilities
effectively. For example, they use sign language, tactile resources and sensory equipment
to help children communicate their wants and needs and access learning alongside their
peers.
Practitioners weave mathematical learning through daily experiences. For example, they
encourage children to count objects, compare quantities and use mathematical language
during play. Practitioners support children to organise objects to make counting easier and
encourage them to explain their thinking. This helps children develop secure mathematical
understanding and apply their skills with increasing confidence.
Inclusion Strong standard
Leaders create an inclusive environment where all children are welcomed, valued and
supported to succeed. They identify children's individual needs effectively and work closely
with parents to ensure that support is put in place at the earliest opportunity. For example,
leaders monitor children's development carefully, review progress regularly and work with
families to access additional support when needed. This helps to reduce barriers to learning
and ensures children receive timely support that meets their individual needs.
Children with special educational needs and/or disabilities (SEND) benefit from carefully
tailored support that enables them to participate fully in nursery life. Practitioners work
closely with professionals and consistently implement advice. For example, they use sign
language, tactile resources, sensory equipment and resources that are tailored to each
child's needs to help them communicate, become more independent and take part
confidently in everyday activities. This helps children communicate their wants and needs,
develop positive relationships and access the same opportunities as their peers.
Practitioners know children well and adapt experiences thoughtfully to meet individual
needs. For example, children benefit from calming spaces and personalised strategies that
support emotional wellbeing and self-regulation. This helps children feel secure, develop
confidence and engage successfully in daily routines and learning experiences. Strong
partnerships with parents ensure that support is consistent between home and nursery. As a
result, children with SEND and those who may face barriers to learning make positive
progress, develop a strong sense of belonging and thrive.
Leadership and governance Strong standard
Leaders are ambitious for all children and create a nurturing, inclusive environment where
children achieve well and develop confidence. They have a clear vision for the nursery and
ensure that high expectations are consistently promoted. Leaders know the nursery well and
regularly review the quality of children's learning experiences, welfare and development.
This helps them identify strengths and priorities for improvement and take effective action to
enhance the provision. For example, leaders continue to develop the outdoor environment

to enrich opportunities for exploration, investigation and learning in the natural world. This
helps children develop curiosity, responsibility and an appreciation of the world around them.
Leaders provide strong support and guidance for practitioners, creating a positive culture of
reflection and continuous improvement. Practitioners receive regular supervision, coaching
and professional development opportunities that strengthen their knowledge and skills. For
example, leaders support practitioners to gain recognised childcare and specialist
qualifications. This helps practitioners provide consistently high-quality experiences for
children and respond effectively to their individual needs. Leaders place a strong emphasis
on inclusion. For example, they work closely with families, schools and professionals to
ensure that children with special educational needs and/or disabilities receive timely support
and access the same opportunities as their peers. This helps children participate fully in
nursery life and make positive progress from their starting points.
Partnerships are highly effective. Parents speak positively about the care, education and
support their children receive. For example, leaders work closely with receiving schools,
share information and provide tailored resources that support children's individual
transitions. This helps children approach change with confidence and supports a smooth
move to their next stage of learning. As a result, children benefit from a well-led nursery
where they feel safe, valued and supported to thrive.
What it's like to be a child at this setting
Children arrive at this welcoming nursery eager to begin their day. They confidently separate
from their parents and are greeted by familiar adults who know them exceptionally well.
Children quickly settle into play and move around the nursery with a strong sense of
belonging. They form warm friendships, seek out favourite activities and confidently share
their ideas, interests and experiences with others. Children attend regularly and benefit from
the consistency this brings to their learning, relationships and daily routines. As a result, they
feel secure, develop confidence and engage enthusiastically in nursery life.
Children enjoy a rich range of meaningful experiences that spark their curiosity, creativity
and imagination. For example, they care for chickens and rabbits, explore the bug hotel and
help to water plants and trees using recycled rainwater. These experiences help children
develop responsibility and an appreciation of the natural world. Children enjoy singing,
listening to stories and expressing themselves through art, role play and imaginative play.
They are highly engaged in their learning, persevere with challenges and take pride in their
achievements.

Inspector:
Michelle Blake
About this setting
Unique reference number (URN): 2807354
Address:
Little Acorns Day Nursery
13 Exbury Road
Children feel safe, valued and included. Children with special educational needs and/or
disabilities participate fully in nursery life and benefit from support that helps them
communicate, build relationships and access learning successfully. Children develop
increasing independence as they manage everyday routines, make choices and take
responsibility for their own needs. They show kindness towards one another, celebrate each
other's achievements and learn how to recognise and manage their feelings. For example,
children benefit from carefully planned visits, transition activities and personalised resources
that help them prepare for school and other changes. As a result, children are happy,
confident and resilient learners who achieve well, develop strong relationships and thrive
throughout their time at the nursery.
Next steps
Leaders should ensure continued improvement in the setting's successful work. They
should continue to develop leadership at all levels so that all practitioners contribute
strategically to the nursery's improvement priorities and have a transformational impact on
children's experiences and outcomes, particularly for disadvantaged children, those with
special educational needs and/or disabilities and those who may face barriers to their
learning and/or wellbeing.
About this inspection
The inspector spoke with directors, leaders, practitioners, children 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.

LONDON
SE6 4NB
Type: Childcare on non-domestic premises
Registration date: 03/10/2024
Registered person: BBAK BUSINESS LTD
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Lewisham
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 June 2026
Children numbers
Age range of children at the time of inspection
0 to 5
Total number of places
32
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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