Cherubins Day Nursery Ltd

Cherubins Day Nursery Ltd
Unique reference number (URN): EY431002
Address: Cherubins Day Nursery Ltd, Slagrove Place, LONDON, SE13 7HT
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/07/2011
Registers: EYR, CCR, VCR
Registered person: Cherubins Day Nursery Limited
Inspection report: 5 August 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 develop the key skills they need for their future learning, including those
with any barriers to their learning such as children who have special educational needs
and/or disabilities. Children make typical progress from their starting points. They develop
into curious learners who can assert their thoughts. Children are encouraged to become
confident to articulate their feelings to staff and each other.
Babies are given plenty of opportunities to develop their core muscles through tummy time
as well as developing their language skills through their use of books, stories and rhymes.
Toddlers develop the ability to navigate the environment around them. They learn to balance
on equipment, make marks using paint and expand their vocabulary through the skilful
teaching of staff. Pre-school children develop increasing confidence in sharing their views,
manging their routine and creating their own games as they play in the outdoor environment.
Behaviour, attitudes and establishing routines Expected standard
Children behave well and demonstrate positive attitudes towards learning. This is achieved
through the commitment of staff to providing an environment which is nurturing, calm and
inclusive. Younger children demonstrate secure attachments with staff who understand their
needs well. Older children benefit from a well-thought-out transition process where staff take
the time to form bonds with children and support them in understanding the routine of the
room. They show age-appropriate social skills as they engage in play together, such as
taking turns and sharing.
Staff are positive role models for children. They model respectful language, including saying
'please' and 'thank you' which children copy in their own interactions. In the main, children
remain engaged in their play and follow the expectations of the setting. In times where
children do not follow the expectations, staff offer gentle reminders and support children in
understanding why rules are in place such as facing forwards when going up the stairs to
avoid tripping.
Leaders and staff understand their role in promoting good attendance and punctuality to
make sure their impact on children's development and wellbeing is effective. Staff follow
clear procedures to monitor attendance and understand the importance of notifying leaders
when children unexpectedly do not attend the setting. Leaders carry out home visits or work
with other agencies if they are concerned about a child's non-attendance at the setting.
Curriculum and teaching Expected standard
Generally, staff provide a broad curriculum that supports children's development across all
areas of learning. They plan monthly themes and focus activities based on children's
interests to spark children's curiosity. For example, younger children learn how to melt ice to
save trapped animals and older children discuss objects which are important to them during
'show and tell' sessions. Children are able to recall what they have understood in

subsequent discussions with staff. At times, group sessions extend for long periods of time.
This leads to some children becoming disengaged from the teaching staff are delivering.
Leaders value children gaining real-life experiences outside of the confines of the nursery
building. Children have opportunities to care for the setting's chickens, ducks and rabbits as
they spend time in the garden. Staff use these times to teach children about the life cycles
and how to effectively care for animals. Children greatly enjoy these opportunities, with
young children beginning to correctly identify the names of the animals.
Leaders and staff also ensure children have opportunities to go on trips. For example, they
recognise children have a keen interest in transport and have arranged for children to go on
cable cars, boats, buses and trains. Leaders are mindful of the experiences children do not
typically have outside of the setting and make sure these are a priority.
Inclusion Expected standard
Overall, staff demonstrate a clear understanding of children's individual needs. Staff show
an awareness of children's starting points and what the next steps are in their educational
journeys. Staff can identify and talk about the progress children make throughout their time
at the setting. Leaders and staff regularly review and assess children's progress to identify
where they may need additional support. They implement appropriate strategies to support
children, including those with special educational needs and/or disabilities. For example,
leaders have developed a sensory room to support children in recognising and responding
to their own emotions. This results in children feeling content at the setting. Leaders have
also put in place their own speech and language intervention in response to the current wait
times for professional support. This allows children to benefit from a well-informed approach
to reducing barriers to their learning.
Staff who lead on inclusion have a secure understanding of their responsibilities and carry
out their roles with passion. This includes supporting the team to promptly identify children
who may need some extra support and making referrals swiftly. They provide valuable
guidance and ongoing advice to support staff in meeting children's unique needs. Leaders
promote a collaborative approach to supporting children. They work closely with staff and
other agencies, as well as parents and carers, to create a well-informed support system for
children who may face barriers during their time at the setting. They also advise parents on
routines they can implement for their children at home. This actively promotes continuity in
children's care and learning.
Leadership and governance Expected standard
Leaders demonstrate a clear vision for the setting and the needs of the community they
serve. Leaders take the needs of children's into account when making decisions, such as
deciding on the trips and curriculum provided to broaden opportunities and to support
children's wellbeing. They work closely with families, offering guidance and practical support
for children who face barriers to their learning. Parents describe their overwhelming
happiness with leaders and staff, and report that they feel able to approach leaders with any
queries or concerns that they may have.

Needs attention
Leaders prioritise the professional development of staff and their wellbeing. Leaders
implement a programme of staff training and meetings to continue to develop the practice of
staff. For example, leaders respond appropriately to changes in the setting, putting into
place training to support staff wellbeing. Staff have undertaken this training to strengthen
their knowledge of support strategies they can put in place to ensure their wellbeing and the
wellbeing of others at all times. As a result of this training, staff report high levels of
wellbeing, and leaders manage workload effectively so that staff feel valued and motivated.
Leaders are passionate about providing inclusive care that considers all children, regardless
of any disadvantages they may face. They have daily communication with staff and parents,
ensure progress meetings are held with the families and operate an open-door approach,
contributing to the overall impact that staff have on children's learning. Leaders also work
closely with early years services, local schools and external professionals to support
children's transitions as well as coordinating additional support where required.
Leaders are highly reflective. They are working well together to tackle areas identified for
improvement. Leaders and those responsible for governance were responsive to ongoing
feedback during the inspection and swiftly tackled areas that were brought to their attention.
Children's welfare and wellbeing Needs attention
Children's welfare and wellbeing is not consistently promoted. Staff do not always recognise
risks and address them in a timely manner, resulting in practice which could place children
at harm. For example, during sleep time, young children are not always within the sight of
staff. Staff are not always deployed effectively to notice when children pick up objects which
could cause choking hazards. This compromises children's safety. When concerns are
reported to leaders, they take prompt action to remove or minimise these risks.
Despite this weakness, children develop warm and secure relationships with staff. They
confidently approach staff who show a genuine interest in what children are saying. Staff
listen intently to children's thoughts and support children to develop a positive sense of
belonging. For example, children are given the opportunity to discuss objects they have
brought into the setting from home. They beam with pride as staff and their friends ask them
questions about the importance of their object. This supports children to feel validated.
Older children show that they feel safe and secure in the setting through their confidence in
exploring the environment around them and their inquisitive nature. Staff support children as
they transition through to the next room in the setting, helping them to build confidence in
their surroundings. They work closely with parents during this time to meet children's
individual wellbeing needs.
Staff understand and implement expectations for safer eating practices, including monitoring
food brought into the setting by parents to keep children safe. Staff follow the setting's policy
and complete frequent sleep checks once children begin to sleep.

Compulsory Childcare Register requirements
This setting has not 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 not 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 not fully protected by risk assessment processes, as staff do not always identify
potential risks in the environment. However, the impact on children is minimised as when
risks are identified, leaders respond swiftly to reduce them.
Children are welcomed from all backgrounds and the setting thrives on diversity. Children
are offered ample opportunities to learn about cultures and families different from their own
through a range of setting-wide events, stories and discussions about children's home lives.

Children develop secure attachments with staff, who know them and their families very well.
For example, children experiencing times of change, such as transitioning to another room,
receive tailored support and reassurance from their key person. This helps them to develop
a clear sense of belonging. They have access to spaces that are specially designed to help
them to explore their emotions and release their energy. This leads to children being happy
and smiling during their time at the setting.
Children play with a clear purpose in mind. For example, they sit and build structures
outside with large bricks and discuss what they are making. They show pride in their
achievements as the structures get taller. Children equally show perseverance when they
fall down and they need to rebuild them. Children are developing their abilities to recognise
numbers continually throughout different parts of their day such as counting as they go up
the steps and counting to 20 before they start songs. This is achieved through the explicitly
skilful teaching of staff. Children show great confidence as they begin to master different
challenges they face with staff cheering and praising them along the way.
Children benefit from an environment which meets their needs as leaders and staff
continually act upon feedback from their parents. They seek to gain insightful information
about every child and ensure there are plenty of opportunities for staff to interact with
parents. This creates a consistent approach for children between the setting and their
parents. Leaders and staff understand their role in promoting good attendance. This has a
positive impact on children meaning that staff are able to have a continuous impact on
children's development and wellbeing.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
ensure all staff understand how to identify and swiftly
respond to risks within the environment
05/09/2026
ensure staff deployment meets the needs of the
children and assures their safety at all times
05/09/2026
About this inspection
The inspectors spoke with leaders, staff, designated safeguarding leads, children, parents
and carers 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

Inspectors:
Brad Flavien
Katie Smith
About this setting
Unique reference number (URN): EY431002
Address:
Cherubins Day Nursery Ltd
Slagrove Place
LONDON
SE13 7HT
Type: Childcare on non-domestic premises
Registration date: 06/07/2011
Registered person: Cherubins Day Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
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 5 August 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
124
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? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright