Little Elmhurst Nursery

Little Elmhurst Nursery
Unique reference number (URN): 2833826
Address: Elmhurst School, 44-48 S Park Hill Rd, South Croydon, CR2 7DW
Type: Childcare on non-domestic premises
Registered with Ofsted: 30/04/2025
Registers: EYR
Registered person: Elmhurst School Ltd
Inspection report: 27 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
Children make adequate progress from their starting points and develop key skills across all
areas of learning. Those children that move on to the pre-school are suitably prepared. They
show confidence in self-care tasks and are enthusiastic about their independence. Children
show pride in helping with routine tasks, such as setting up tables for lunch and helping
prepare beds for sleep. Younger children feed themselves well and typically follow simple
instructions. However, children do not always understand expectations as staff are not
consistent with their teaching of this.
Children communicate their needs well. They are able to articulate to staff if they need
support and are positive during cooperative play with friends. Children confidently make
choices about their play. They choose activities that interest them and typically stay engaged
in their learning.
Behaviour, attitudes and establishing routines Expected standard
Leaders have created a warm, welcoming environment that supports children to settle
quickly. Children show positive attitudes to learning and are eager to join in group activities.
Staff have established warm bonds with children and know them well. They understand their
individual needs and which children may require support with their regulation. Staff typically
implement strategies, such as a timer, and support children with turn-taking. They utilise
calming spaces so that children can manage their emotions, and they consistently offer
them praise and encouragement.
Children typically follow routines such as tidying up and preparing to go outside. However,
approaches to support children with routine changes and transitions are newly embedded
and not implemented consistently. As a result, there are times where children are wandering
for brief periods until an adult intervenes. Overall, leaders and staff have high expectations
for children's behaviour. Staff use golden rules and gentle reminders to support children's
good behaviour. However, this approach is not consistent for all children, and staff do not
always remind children of expectations or explain why rules are in place. This means that
some children are not developing a deeper understanding of what is expected of them.
Leaders promote attendance and punctuality well. They have robust systems to track and
monitor children's attendance percentages and work in partnership with parents over any
concerns. Leaders share their expectations with parents to report any absences. This further
supports readiness for starting school.
Children's welfare and wellbeing Expected standard
Leaders and staff prioritise children's emotional wellbeing. They create an inclusive,
nurturing environment that helps children, including those with any emerging needs, settle
quickly. Staff have built secure attachments with children and acknowledge their efforts. This
further supports their self-esteem and confidence. Hygiene and care routines are generally

implemented well. Children confidently wash their hands at appropriate times, and staff
ensure children's privacy and dignity during nappy changes. Children benefit from fresh air
each day and active learning in the outdoor environment. This helps them develop their
larger muscles and supports their overall wellbeing.
Leaders and staff provide healthy, nutritious meals for children. Older children develop their
independence as they self-serve and use utensils appropriately to eat. Staff typically discuss
with children the benefits of the food they eat and why being healthy is important. Children
make independent choices. A newly introduced rolling lunch lets them decide to eat when
they are hungry. Leaders have introduced this recently to support children's autonomy and
utilise lunchtime as an impactful learning experience. However, this approach is not yet
consistently implemented. For example, staff do not always explain reasoning to children of
why they should sit to eat or let their food settle before running. As a result, children are not
consistently developing a deeper understanding of healthy habits for the future.
Curriculum and teaching Expected standard
Leaders have accurate oversight of the overall ambitious curriculum. They have effective
plans in place to support the delivery of consistent high-quality teaching. However, leaders
also recognise that training is yet to be fully embedded so staff identify when to extend
learning. At times, younger children do not fully engage in activities as staff do not
consistently challenge their thinking effectively. Staff build their curriculum around children's
interests. Parents provide photos of children's learning during the weekend so staff can
extend this into weekly activities. This supports children to progress well across the early
years foundation stage.
The curriculum prioritises children's communication and language. Staff typically repeat and
introduce new words to further enhance children's vocabulary. Children enjoy listening to
familiar stories and use props linked to the book to help tell the story. This supports staff to
test children's knowledge and understanding. Children experiment and compare colours,
younger children add colours to play dough they make and older children explore colours
they see in the environment. Children use their knowledge of shapes and numbers to
support them as they search for butterflies. In the sand, they fill containers and name
shapes using moulds.
Staff who work with babies help them to feel secure in their personal, social and emotional
development. They are close by and offer reassurance and comfort, supporting children to
feel safe to explore the environment.
Children with any emerging needs and those who speak English as an additional language
benefit from teaching bespoke to them. Staff understand their starting points and implement
strategies such as visual timetables and a now and next board to process learning in simple
ways.
Inclusion Expected standard
Leaders identify children with emerging needs or areas of potential delay early on. Leaders
and staff know their children well and get to know families from the outset. They build
excellent relationships with them so that sensitive conversations happen early and

immediate support can be put in place. Leaders ensure staff use assessment and
monitoring strategies to review children's progress. This means that support for children is
adaptive to their developing needs.
Leaders have created spaces for children, such as a calm sensory room, alongside quiet
areas within the environment. Staff typically use these spaces well to support children who
may require help with their emotional needs. Staff work with parents to learn phrases and
key words in children's home languages. This supports children who speak English as an
additional language to feel understood and welcome in the environment.
Leaders plan professional development for inclusion well. This ensures staff are equipped
with the knowledge to support children with special educational needs and/or disabilities.
Leaders work closely with professionals and utilise their advice and strategies. Close
partnerships with the school further support smooth transitions and help create an overall
inclusive environment.
Leadership and governance Expected standard
Leaders demonstrate a clear understanding of the setting's strengths and areas of
development. They have already made impactful changes in a short period and acted
quickly to address weaknesses. Leaders are present and role model high-quality teaching
with staff. They utilise peer observations and regular staff meetings to help them reflect on
their practice. Leaders ensure staff access a range of specialist training, including age-
specific training. However, this is not fully implemented and staff are unclear about the
impact of training on children's learning.
Leaders are passionate, proactive and dedicated to improving the outcomes of all children.
They ensure children with any emerging needs are identified early, and swift support is put
in place. Leaders have established good links with local schools and other professionals.
This supports staff to provide high-quality care and strengthen transitions for when children
move on.
Staff report that their wellbeing is well supported. They benefit from working with leaders
who are professional and experienced and show genuine care for their wellbeing. Leaders
have created 'zen' spaces, which are calm and relaxing environments for staff to recharge.
Parents speak highly of leaders and the nursery. They say they are kept well informed about
their children's progress and feel included in their development. Parents share their talents
and skills during planned sessions. This further supports children to develop new skills and
an understanding of the world around them.

What it's like to be a child at this setting
Children and their families are warmly welcomed by staff. Children settle quickly and are
eager to explore activities and play alongside friends. They demonstrate the close, trusting
bonds they have formed with staff as they seek them out for comfort and initiate discussions
with them. Staff model listening skills to children. They wait patiently for them to finish
speaking, and this supports children to feel valued. Staff provide inviting activities that
support children's interests and help them develop the necessary skills for the next stage in
their learning. Younger children spend time exploring their senses creating play dough, and
older children use rolling tools and investigate texture with cornflour.
During play, children typically benefit from staff who closely track their development and
support their growing communication. Children sing familiar songs and show an
understanding of early mathematics concepts such as big and small. Children who speak
English as an additional language are equally supported well, with staff building on their
home languages during interactions. Children listen and behave well. They show kindness
and care towards others and are developing their social skills. Staff encourage children's
independence. Younger children safely use stairs with confidence, and older children show
pride getting dressed to visit the garden.
Children are active and benefit from the outdoor environment each day. They climb and use
a range of equipment to develop their spatial awareness and physical skills. Children
engage in imaginative play. Older children run in the garden as they pretend they are
superheroes, and younger children show an interest in small-world play. Inclusion is well
considered, and children with any emerging needs are identified early. Staff know children
extremely well and build on their fantastic parent partnerships to ensure early support is put
in place.
Next steps
Leaders should support staff to implement a consistent approach to explaining rules and
expectations to children, so that they understand what is expected of them and why.
Leaders should strengthen staff professional development so that children receive high-
quality interactions that support and extend their learning.
Leaders should support staff to embed consistent transitions and routines so children
remain engaged.
Leaders should help staff to refine their teaching and interactions, particularly to offer
children a more consistent understanding of healthy habits.
About this inspection
The inspector spoke with leaders and staff during the inspection.

Inspector:
Tania King
About this setting
Unique reference number (URN): 2833826
Address:
Elmhurst School
44-48 S Park Hill Rd
South Croydon
CR2 7DW
Type: Childcare on non-domestic premises
Registration date: 30/04/2025
Registered person: Elmhurst School Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Croydon
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 August 2026
Children numbers
Age range of children at the time of inspection
0 to 2
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.

Total number of places
44
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