Anerley Day Nursery

Anerley Day Nursery
Unique reference number (URN): 2845878
Address: Crystal Early Years Centre, The Schoolkeepers House, Anerley Road, London, SE20 8BD
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/07/2025
Registers: EYR
Registered person: Dicky Birds Pre School Nurseries Limited
Inspection report: 15 September 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 and those who
may face barriers to their learning make steady progress from their starting points. They
develop the skills they need to prepare them for their next stage of learning and subsequent
move to school.
Children show positive attitudes to their learning and concentrate well on tasks. For
example, older children show perseverance as they work together to complete puzzles.
They test different pieces, checking if they fit and enjoy receiving praise when they finish.
Children develop their fine motor skills as they use scissors to cut out different shapes and
tools to roll and cut dough. Babies increase their mobility as they crawl and chase bubbles
and explore musical instruments during singing sessions.
Children increase their confidence and build their social and communication skills. For
example, they ask staff for resources when needed and share their views. Older children
talk about their families and experiences and share things they bring in from home for show
and tell.
Behaviour, attitudes and establishing routines Expected standard
Leaders set high expectations for all children's behaviour. Staff have created a positive
environment which supports children to manage their behaviour well. They provide regular
praise and encouragement and role model expected behaviour. This encourages children to
know what is expected of them and understand the nursery rules. Children are encouraged
to use good manners, share resources and be kind to their peers. Staff typically give gentle
reminders when needed and regularly talk to children about their emotions. They encourage
children age appropriately to manage minor conflicts. For example, four children enter the
tent outside but understand the rule is only three children. Staff discuss the rules and
support them to negotiate and reach a compromise being aware of their own and other
feelings. This enables children to develop social skills and work together with their peers.
Clear and established routines are in place and 'now' and 'next' boards are used to support
children with special educational needs and/or disabilities to understand the daily timetable.
Snack and mealtime routines work well. Staff provide a rolling set up which allows some
children to continue playing while others eat. This limits the time children wait to wash their
hands and continue with their learning.
Routines to support settling in and transitions between rooms are managed effectively. Key
persons hand over information which supports children to settle, feel content and continue to
engage in their learning. Leaders work with parents to value the importance of punctuality
and attendance, ensuring children benefit from their time at nursery and laying the
foundations for their future education.

Children's welfare and wellbeing Expected standard
Leaders and staff place a high priority on children's wellbeing including those who have
special educational needs and/or disabilities from the beginning of their journey at the
nursery. An established key person system is in place which enables children to build
trusting relationships and feel safe and secure which supports their emotional wellbeing.
This also supports ongoing communication with parents and carers enabling them to keep
staff updated on their children's changing needs. Staff typically work in partnership with
parents to establish individual needs such as feeding and sleeping routines.
Staff typically understand the importance of promoting children's physical skills and
experiences outdoors. Children benefit from activities in the garden and trips in the local
community to enhance their balance and coordination. Staff support children to learn about
healthy food habits as they eat nutritional meals and try new foods. Children develop their
self-help skills as they serve food, pour water to drink and wash their hands before eating.
Staff have completed additional training to support children with allergies and ensure correct
procedures are followed at all times.
Staff show respect to babies and children during personal care routines. They engage in
conversations, name body parts and encourage children to increase their independence.
Children begin to develop an understanding of their personal safety as they are supported to
manage risks when using resources like knives and scissors and climbing equipment as
staff model safe choices.
Curriculum and teaching Expected standard
Leaders have high expectations for all children and plan an ambitious curriculum to enable
children to benefit from their time at nursery. Staff plan a range of activities, building on
children's fascinations and incorporate children's next steps. Staff use observations and
ongoing assessments to track children's progress.
Generally, staff understand the curriculum and how to implement it. However, there are
inconsistencies with interactions and staff teaching across all age groups. For example, at
some activities for preschool, children outside and during breakfast time for older babies,
staff interaction is limited. This does not support children to engage in conversations to help
extend their language skills further. Overall, staff typically engage well, they share stories
and sing with children, including those with special educational needs and/or disabilities.
Staff position themselves so children can hear and help with pronunciation of words and
sounds. Staff babble with younger babies and encourage back and forth interactions. Staff
ask meaningful questions giving children time to think and respond. New vocabulary is
introduced as children play together and learn about plastic pollution. They sort plastic and
rubbish in the water tray to help the sea creatures.
Staff support children to develop their understanding of mathematics through play. Babies
become familiar hearing numbers as staff sing and count with them. Staff support toddlers to
learn about weights and positional language as they build with bricks and move trains in
different directions. Older children name shapes, learn concepts of capacity and play games
of lotto to extend their counting and recognition of numbers.

Inclusion Expected standard
Leaders and staff have embedded a culture of inclusion and diversity across the nursery.
This supports all children including those with special educational needs and/or disabilities
(SEND) and those who may face barriers to their learning to feel supported, valued and
included. Leaders and staff work in partnerships with parents. They gather a wealth of
information when children first start which helps them to gain an understanding of children's
individual needs. Observations and ongoing assessments enable leaders and staff to
identify any gaps in children's learning or development in a timely manner. This ensures staff
can support children with SEND, following the cycle of assess, plan, do and review. Leaders
and key staff make referrals when needed and work with a number of additional
professionals and the local authority to ensure all children continue to make progress.
Key staff have completed training to assist children who have a range of additional needs.
This includes supporting children with their speech and language development, those living
with hearing loss and safely meeting the needs of children needing additional support with
their feeding. Leaders proactively use additional funding to provide resources and extra staff
to meet children's needs.
Staff support children to gain a deeper understanding of the diverse community in which
they live. The diverse staff team reflects a range of cultures. Children who have English as
an additional language are supported to learn English alongside valuing their home
languages and heritage. This increases children's understanding of what makes them
unique and learn to value and respect others.
Leadership and governance Expected standard
Leaders are enthusiastic and dedicated to their role. They have high expectations to provide
high quality care and education for all children. This includes children who are
disadvantaged and those with special educational needs and/or disabilities.
Leaders have established effective partnership working with professionals, parents and
carers. They actively encourage parents to be involved in their children's learning. Regular
updates regarding children's progress and next steps are shared at parents evenings,
through online systems and at collection times. Parents speak highly of the care their
children receive from the staff team. Their children have made progress with their
confidence, independence and social skills and are well prepared for their next stage of
learning.
Staff state that leaders are very supportive of their wellbeing and ensure their workloads are
manageable. Staff engage in regular supervision which enables them to discuss any
concerns, reflect on their practice and set targets to help improve their skills. All staff access
regular continued professional development to increase their knowledge.
Leaders recognise and celebrate the nurseries strengths. They have identified areas for
development and work with the company and staff to ensure policies and procedures are
followed. Leaders monitor staff practice and use peer on peer observations to help them
reflect and review. However, monitoring needs to be more robust to identify and address the

inconsistencies in staff engagement and teaching skills, especially to ensure all children's
language is fully promoted during play and routines.
What it's like to be a child at this setting
All children and families are warmly welcomed into this nurturing and friendly nursery.
Children's wellbeing is given a high priority which enables flexibility during settling-in
periods. This supports new children to settle smoothly, build strong attachments and feel
safe and secure. Babies have their changing needs met by caring and attentive staff who
are quick to respond. They provide cuddles, recognise when babies are tired or hungry and
provide reassurance. This supports all children to increase their confidence and develop a
sense of belonging.
Children including those with special educational needs and/or disabilities explore the wide
range of activities on offer which are planned to develop their skills across the ambitious
curriculum. Children show high levels of confidence. They make choices about where they
want to play and select resources. Babies develop their physical skills as they crawl through
tunnels, climb on soft play equipment and practise walking unaided. Older children balance
along tyres and crates, practise kicking balls with greater accuracy and learn to roll hoops.
All children benefit from plenty of fresh air and exercise.
Children enjoy using their imaginations as they act out characters in familiar stories. They
make marks as they write shopping lists and discuss with staff the food they need to buy at
the supermarket. This extends their early literacy skills. Children explore with a range of
natural resources as they pretend to make tea for a tiger. Children extend their fine motor
skills as they scoop and pour sand and water and peel fruit to make smoothies. Children
learn about the importance of personal care and oral health as they play with the dolls in the
water tray. Children use toothbrushes to clean the dolls teeth, wash them with sponges, dry
their bodies with a towel and copy staff demonstrations to put on a nappy.
Children attend nursery regularly which ensures they benefit from the learning experiences
on offer.
Next steps
Leaders should strengthen staff's understanding of delivering the curriculum especially to
promote ongoing communication and language development for all children.

Inspector:
Helen Craig
About this setting
Unique reference number (URN): 2845878
Address:
Crystal Early Years Centre
The Schoolkeepers House, Anerley Road
London
SE20 8BD
Type: Childcare on non-domestic premises
Registration date: 07/07/2025
Registered person: Dicky Birds Pre School Nurseries Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Bromley
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
Leaders should ensure effective systems are in place to monitor staff practice to ensure
all staff are consistent in providing high quality teaching for all children.
About this inspection
The inspector spoke with leaders, staff, children and parents and carers and read parents
reviews 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.

This data is from 15 September 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
89
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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