Jacqueline's Gems @ Lime Wood

Jacqueline's Gems @ Lime Wood
Unique reference number (URN): 2746371
Address: Lime Wood Primary, 2 Sandy Road, Erith, Kent, DA8 1FJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 08/08/2023
Registers: EYR, CCR, VCR
Registered person: Jacqueline's Gems Childcare Services Ltd
Inspection report: 22 July 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 typically make
steady progress in most areas of learning. Children generally develop the knowledge and
skills they need. For example, children develop their self-help skills, using the toilet and
washing their hands independently. They show an understanding of behavioural
expectations and can listen to and follow instructions well.
Children make steady progress in their communication and language skills and their
physical development is secure. They explore different ways to move their bodies, such as
running, stretching and skipping. Children understand how exercise supports their body.
They build important skills, ready for future learning.
Generally, children use mathematical vocabulary in their everyday routines and play, such
as language of comparison and number names. For example, when building towers with
pegs, children identify the tallest and shortest one. They explore estimation and discuss how
many more pegs may be needed to create the tallest tower.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff promote clear and regular routines to establish positive behaviours.
Children understand the expectations and are provided with gentle reminders, such as
'indoor voices', if they forget. Leaders and staff provide motivation to follow the rules.
Children are delighted when they receive 'high-fives' or stickers to celebrate their
achievements.
Key-person arrangements are effective. Children develop warm and positive relationships
with staff. They often check in with staff if they are feeling upset and staff respond attentively
and with kindness. Staff know children well and tailor their responses to meet children's
individual needs. This supports children to feel safe.
Children show positive attitudes towards learning. They independently choose what they
want to play with and engage in a variety of activities, both indoors and outdoors. Children
understand and follow some routines that are generally embedded into daily practice. For
example, they line up to wash their hands before mealtimes and help to tidy up when they
have finished playing.
Leaders work closely with families to promote regular attendance and punctuality. Gaps in
attendance and issues with punctuality are acted on swiftly and support is put in place for
families as needed. This helps children and families establish important habits.
Curriculum and teaching Expected standard
Leaders create an ambitious curriculum for all children, including those with barriers to
learning., which typically builds on what children already know. On occasion, leaders and

staff do not always consider what children already know in mathematics. This means their
next steps in learning are not always appropriate so children do not make as much progress
in this area as possible.
Children's physical development is supported well. Children have access to multiple outside
areas, including a sensory garden and football pitch. Staff identify the small steps needed to
develop to ensure proficiency in physical skills and give children the time and space to
practise. For example, children practise their spatial awareness when weaving in and out of
cones. They develop the muscles in their legs and their ability to hit an intended target when
scoring a goal. Children demonstrate pride in their achievements as they excitedly jump up
and down when they score. Staff share this excitement and help foster a sense of pride in
their achievements.
Leaders promote a language-rich environment. High priority is placed on developing
children's vocabulary and communication skills. Children delight in story telling and music
sessions. They are familiar with stories and join in the repeated phrases. Staff support
understanding of words by using visual aids and gestures. They allow children time to
process what is being said and respond. As a result, children progress well in their
communication and language skills.
Inclusion Expected standard
Leaders create an inclusive culture across the nursery. Children's individual needs are
identified and assessed swiftly. Secure settling-in procedures and positive relationships with
families ensure children with barriers to their learning are identified.
Leaders ensure all staff clearly understand their responsibilities for supporting
disadvantaged children. Leaders carefully consider children's individual needs and make
changes to support their development. For example, leaders use early years pupil premium
funding to provide sports coaching for children. This has a positive impact on children's
physical development and emotional wellbeing. Leaders and staff implement individual
support plans which are monitored carefully. Typically, children's emerging needs are
accurately identified, assessed and support is given. For example, children who are
struggling to manage their emotions are given extra time and a dedicated space to express
how they feel. As a result, children understand what they are feeling and how to make
themselves feel better.
Leaders are proactive at seeking support from external agencies. They work closely with the
local authority's area special educational needs coordinator. Adjustments and adaptations
are put in place to support learning. For example, children who struggle to maintain focus
and attention, have specific time to work in small groups during sensory activities. This
dedicated time supports children to practise the skills they have been taught and enables
them to make progress.
Leadership and governance Expected standard
Typically, leaders are aware of the strengths and weaknesses of the nursery. They have a
vision for the nursery and generally act in the best interests of the children. However, on
occasion children are not provided with a well-balanced diet. Leaders have plans underway

Needs attention
to address this weakness however these have not yet had time to provide a notable impact.
During mealtimes, children are not taught how to keep safe. Despite the weaknesses,
children are typically well supervised to ensure their safety.
Leaders take steps to ensure those with designated safeguarding lead responsibilities have
the knowledge they need to fulfil their role. For example, leaders have created a wider
leadership team to support with decision-making and accountability. Within this team,
leaders are able to reflect on practice and ensure safeguarding systems are secure and
robust.
Leaders ensure policies are followed to help safeguard children. Regular observations of
staff's practice and supervision arrangements ensure any concerns are identified quickly
and acted on. Renewed training and monitoring systems around supporting children's
individual needs means that staff are able to act promptly and accurately. Staff comment on
the positive impact the training has had on practice.
Leader's prioritise staff's wellbeing and workload. Longstanding members of staff make
progress in their professional development. They feel supported and comment on the
opportunities they are given to advance in their career. Newer members of staff are given
secure induction training and time to complete their ongoing studies. This supports a culture
of continual improvement.
Leaders generally engage positively with families and the local community. They value the
contributions of parents and carers and encourage them to take part in nursery life. For
example, parents are invited to play Santa at Christmas and share in celebrations.
Children's welfare and wellbeing Needs attention
Leaders do not ensure children consistently receive healthy, balanced and nutritious food.
Children who have lunch provided by the nursery, eat some foods which are high in sugar
and fat. Families who provide their own food are not always well supported to make healthy
food choices for children. As a result, children are not taught how to make healthy food
choices for the future and understand the impact of these foods on their body. Leaders have
processes in place to promote some aspects of oral health. They work in collaboration with
the local health trust to support tooth brushing and healthy eating. However, this is not well
reflected in the menu they provide.
Leaders do not typically, ensure procedures for mealtimes are consistently followed. On
occasion, children are not encouraged to finish the food in their mouths before leaving the
table. This means that children are not always supported on how to keep their body safe
when eating. Leaders have identified this weakness
Hygiene practices are effective. Children are encouraged to wash their hands after going to
the toilet and before eating and cooking activities. Staff explain the importance of these
routines and the effects of not having clean hands. Children happily shout along with staff
and join in with the familiar sentence, 'we wash our hands to get rid of the germs!'

Children are happy and confident to communicate any concerns with staff. Staff encourage
children to take appropriate risks in their play. For example, staff encourage children to
navigate the wooden climbing frame independently. They carefully model the steps children
need to take to climb from one end to the other. This supports children to develop
perseverance.
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 do not always have access to a broad and balanced diet. They are given foods
which contain high levels of sugar and fat. Children are not consistently supported during
mealtimes which means they leave the lunch table with food in their mouths. As a result,
children are not taught about making healthy food choices and consistently staying safe
while eating.
Children are excited and keen to come to this friendly, purpose-built nursery. They are
greeted by kind and caring staff who know them well. Older and younger children enjoy
spending time together before they separate into their individual groups for the day. Older
children enjoy acting as positive role models for younger ones and support them with
routines. Children, including those with barriers to learning are eager to discover what
experiences are available for the day and engage in learning quickly. Staff sensitively
support children in their learning and ensure they make progress from their starting points.
Children are typically prepared for the next steps in their learning.
Upon arrival, staff make a conscious effort to engage with families regarding their child's
evening and any significant events in their family life. This allows staff to make changes to
the provision to support children's individual needs and learning. For example, families
discuss children watching football tournaments at home and staff incorporate this into the
daily plan. This supports children and families to feel like they belong.
Children learn to show respect and kindness to one another. They play alongside their
peers, sharing resources and negotiating turns. Where disputes arise, staff skilfully support
children to manage their emotions and develop empathy for others. Children are kind and
families comment on the positive impact the nursery has had on their child's development.
Typically the close partnership between nursery and home is valued by parents and carers.
Parents speak highly of the setting and of the care that staff provide for their children.
Leaders ensure attendance is monitored carefully and promoted. As a result, children build a
positive attitude to learning and attend regularly.
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 children are provided with healthy, balanced and
nutritious meals throughout the day to help promote
healthy lifestyles
28/08/2026

Inspector:
Samantha Thorn
About this setting
Unique reference number (URN): 2746371
Address:
Lime Wood Primary
2 Sandy Road
Erith
Kent
DA8 1FJ
Type: Childcare on non-domestic premises
Registration date: 08/08/2023
Registered person: Jacqueline's Gems Childcare Services Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:00
Local authority: Bexley
Action Completion Date
ensure procedures for supporting children at mealtimes
are consistently followed to help children understand
how to keep safe when eating
28/08/2026
About this inspection
The inspector spoke with leaders, staff, parents and carers, children, special educational
needs coordinators and designated safeguarding leads 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 22 July 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
50
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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