Rye Garden Day Nursery

Rye Garden Day Nursery
Unique reference number (URN): EY443480
Address: East Dulwich Road, Peckham Rye Park, LONDON, SE15 4HQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 01/03/2012
Registers: EYR, CCR, VCR
Registered person: Alli, Joy Inemesit
Inspection report: 6 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.

Strong standard
Achievement Strong standard
Children are keen and interested to learn. They develop their independent learning skills
well as they follow their own interests and choose what they want to play with. They develop
their fine movements while using small rods with magnets to catch their toy fish. Babies
delight in finding toy eggs hidden by staff. Their language skills are successfully enhanced
as staff ask them where the eggs can be. Children repeat words such as 'cushion', 'in',
'under', 'cooker' and 'bed' as they find the eggs.
Children are happy and settled. Older children, including children with special educational
needs and/or disabilities and those who face barriers to their learning, are well prepared for
when they move on to school. They develop their personal independence and self-care
skills effectively, showing confidence as they do things themselves. Older children show
increasing skills in their drawing and pencil control. They show pride as they begin writing
letters and are supported well by staff in learning about letters and sounds.
Children's concentration skills are successfully enhanced. They fully participate in group
sessions, developing their language skills effectively as they take turns to talk about their
chosen objects and place them on the board. These repetitive targeted daily activities help
children to make highly effective progress, particularly in their language skills and their
social skills. As a result, children are confident and keen to show their friends and staff their
achievements throughout the day.
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff embed effective daily routines that contribute positively to children's
behaviour and attitudes to learning. They constantly promote children's awareness and
consideration for others. As a result, children share and take turns during play, and older
children show consideration to younger children so that they can all participate in activities.
Staff embed daily routines that successfully create a respectful learning environment. For
example, children know to hold hands, make a circle and then sit down at the beginning of
their group time so that everyone has a space and can see and participate in the activities.
Children actively express their emotions as they talk about how they are feeling today. They
identify their feelings and feel safe to talk about why they feel happy or sad.
Children follow well-established care routines, including putting their outdoor shoes in the
box and independently changing them when they want to play outside. Staff gently remind
children about expectations of their behaviour, and children respond well, acknowledging to
use 'kind hands' and 'walking feet'. Highly impactful teaching, including a specific speech
and language intervention programme, supports all children to express their needs. Staff
ask children questions so that they gain skills to consider any conflicts and resolve the
issues independently.

Leaders promptly follow up on any absences to assure children's welfare. They encourage
children's regular attendance and support parents in obtaining any additional funding to
promote children's care and learning.
Curriculum and teaching Strong standard
Leaders and staff offer a well-sequenced and broad curriculum. They successfully
implement a specific speech and language intervention programme, enabling them to plan
activities and target children's individual learning needs and interests. As a result, all
children successfully make effective progress from their starting points across all areas of
learning. Staff show meticulous attention to detail when setting out activities. They know
what they want children to learn and use props and photos and model rich language, which
results in children becoming engrossed in activities and extending their concentration skills
effectively. This consistently effective teaching ensures all children are purposefully engaged
in learning.
Staff frequently read stories and ask children lots of questions that make them think. For
example, this evokes a discussion about rainbows where children identify that you need
sunshine and rain to make a rainbow, and they discuss who has seen one. Staff use picture
cards with children to plan the sequence of the day. This helps all children to know what is
happening now and next. As a result, all children respond well to the transitions through the
well-established daily activities and routines.
Children's mathematical skills are successfully enhanced as they count during play. For
example, when playing with toy minibeasts they count how many they have found and staff
encourage them to look at their differences and count their legs. Children play games where
they match objects, and staff create fun games as they hide wooden numbers in the sand
for children to find. This helps children to recognise the numbers and put them into the
correct sequence.
Inclusion Strong standard
Staff are highly committed to promoting inclusion for all children. Prompt action is taken to
support children and identify any special educational needs and/or disabilities. Leaders and
staff work closely with parents and other agencies such as speech and language therapists.
This ensures a consistent and targeted approach to supporting children's individual needs
and minimising any gaps in their learning. As a result, all children make good progress from
their starting points.
Leaders make adaptations and carefully consider the use of additional funding. This ensures
that inclusion is successfully promoted for children who face barriers to their learning. For
example, higher ratios of staff enable them to complete one-to-one sessions with children
and take children on outings to extend their learning and development effectively. Leaders
and staff implement a specific speech and language intervention programme that is
supported by the local authority. This targeted approach successfully enables all children to
develop their language skills while engaging in activities that reflect all areas of learning.
Consequently, all children benefit from this early intervention, demonstrating measurable
and sustained improvements over time. This reduces the need for any further additional
support.

Expected standard
Needs attention
Leaders and staff work with parents and consider ways to support children who are learning
English as an additional language. They use lots of props and pictures to support children's
learning and encourage parents to continue children's learning at home. This ensures a
consistent approach to help children make the best progress.
Children's welfare and wellbeing Expected standard
Leaders and staff create a welcoming outdoor space where older children confidently
develop their physical skills as they run around and climb with their friends. However,
leaders acknowledge that babies have less opportunities to move freely between activities
and develop their physical skills during outside play, and they plan to make improvements.
During inside play, babies have plenty of clear play space to crawl and develop their walking
skills, while being actively encouraged by staff. Leaders work closely with parents and show
high regard to ensuring babies' individual routines are catered for so that their naps and
mealtimes meet their individual needs. This promotes effective consistency of care between
the home and nursery.
All children show strong bonds with staff and close friendships with other children. Leaders
ensure children are provided with a balanced diet of healthy meals and snacks.
Consequently, children enjoy their food and develop their personal independence as they
make choices about the foods and the amount they want to eat. They enjoy relaxed
mealtimes where they sit with staff, talk about the events of the day and follow well-
established routines. The child who is helper of the day asks children what fruits they would
like and carefully uses tongs to serve the fruits to them. This sparks lots of discussions
about what foods children like. All children know to scrape their plates and wash their hands
and face when they have finished. They help themselves to water throughout the day and
are supported well by staff in developing their toileting skills. Consequently, children's health
is successfully promoted.
Leadership and governance Needs attention
Leaders have not maintained a clear oversight of how well procedures are implemented to
ensure all records are accurately maintained. For example, some medication records are
not completed accurately to ensure all required information is recorded. This means leaders
would not be able to share accurate information with parents and other professionals if
required.
Since the last inspection, leaders have taken appropriate action to notify Ofsted about any
changes or significant events. They have recently improved the security of the premises and
updated their risk assessments and routines, especially regarding busy drop-off and

collection times. This ensures children are appropriately supervised and their welfare is
safeguarded.
Leaders actively evaluate their practice and identify areas for improvement. They ensure
regular supervision and appraisals enable staff to have opportunities to talk about any
concerns and identify their ongoing professional development and training needs. As a
result, staff implement effective and consistent teaching practice that enables all children to
make progress across all areas of learning.
Leaders show high regard in supporting children with special educational needs and/or
disabilities or those who face barriers to their learning. They work closely with parents and
other agencies and are developing systems to review the impact of additional funding.
Leaders are good role models and oversee the curriculum and staff's teaching practice
effectively.
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
Overall, leaders and staff show high regard to promoting consistent practice to ensure the
needs of all children are met effectively. However, leaders do not always maintain a clear
oversight of how well records are maintained. As a result, some gaps in medication records
are not identified so that improvements can be made to ensure all required information is
recorded. Leaders take prompt action when any incidents occur. They make relevant
changes and review their practice to promote children's safety and wellbeing.
Children arrive happily and show a strong sense of belonging as they greet their friends and
staff. They quickly settle at activities and show increasing independent learning skills as they
choose which toys they want to play with. Babies show strong bonds with staff and enjoy
lots of cuddles and hugs that help them to feel safe and secure. Children benefit from well-
established daily routines. Staff discuss what is happening now and next so that children are
well prepared for any changes throughout the day. This especially supports children who
find transition times more difficult and promotes a well-organised and calm learning
environment.
Children are keen and eager to learn. They share and take turns during play. For example,
when making play dough with staff, they take turns to add the ingredients and to mix the
dough. They engage in meaningful discussions about how if feels and if they need to add
more water to make it softer. They develop their physical skills while carefully using rolling
pins and shape cutters with their dough and enjoy the praise given by staff for their efforts
and achievements. Children participate in a broad range of activities and outings that
support their learning effectively. As a result, they enjoy their play and make steady
progress.

Inspector:
Jo Geoghegan
About this setting
Unique reference number (URN): EY443480
Address:
East Dulwich Road
Peckham Rye Park
LONDON
SE15 4HQ
Type: Childcare on non-domestic premises
Registration date: 01/03/2012
Registered person: Alli, Joy Inemesit
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following action by the assigned date:
Action Completion Date
develop systems to ensure leaders have oversight of all
required records to ensure any gaps are swiftly
identified and records are accurately maintained
21/07/2026
About this inspection
The inspector spoke with leaders, practitioners 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.

Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Southwark
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 6 July 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
26
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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