Easy Peasy Nursery and Daycare

Easy Peasy Nursery and Daycare
Unique reference number (URN): 2611317
Address: 57 Glimpsing Green, Erith, DA18 4HB
Type: Childcare on non-domestic premises
Registered with Ofsted: 12/10/2020
Registers: EYR, CCR, VCR
Registered person: Fabulous Tots Limited
Inspection report: 17 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, generally
make progress from their starting points. They demonstrate increasing confidence in their
communication and language skills. For example, while looking at insects, children respond
enthusiastically to interactions and engage in meaningful conversations, sharing their ideas
and related experiences while developing their language and conversation skills.
Children make progress in developing the skills needed for their next stage of learning
through a range of activities and experiences. They show growing confidence in many areas
of development. Older children are developing some independence skills. However,
opportunities to strengthen these further are not fully realised. At mealtimes, children use
forks independently, but they do not routinely use a full range of age-appropriate cutlery,
which can limit the development of their self-help skills. As a result, some children use their
hands to eat food such as peas and sweetcorn. Children confidently access drinks from their
water bottle, however opportunities to develop skills to drink out of an open cup are not
offered. Consequently, some aspects of independence are not as well developed as they
could be in preparation for the next stage in learning.
Behaviour, attitudes and establishing routines Expected standard
Children generally behave well and demonstrate positive attitudes towards learning and
engage enthusiastically in activities that capture their interest. They play cooperatively with
their peers, learning to share resources, take turns and work together. Managers and
practitioners typically establish clear expectations for children's behaviour. Consistent and
predictable routines are embedded throughout the setting, helping children to feel safe,
secure and confident in understanding what is expected of them. Practitioners support
children to understand and follow the settings rules and routines and act as positive role
models. They use praise to recognise children's efforts and achievements, which promotes
children's confidence and self-esteem. Practitioners consider children's ages, stages and
individual needs when supporting behaviour and adapt their approach accordingly. For
example, when children begin to chase one another with toy trucks, practitioners respond
calmly and sensitively, redirecting them to an appropriate area and modelling cooperative
play. This helps children to develop positive interactions and engage safely in their play.
Managers maintain accurate attendance records and implement effective procedures for
monitoring and following up on children's absences. This helps to ensure that children's
safety and wellbeing are consistently promoted. Robust systems enable practitioners to
identify and respond promptly to any concerns regarding attendance, supporting their
safeguarding responsibilities effectively.
Curriculum and teaching Expected standard
Managers have developed a curriculum that supports children's progress in all areas of
learning. Practitioners take account of children's interests and prior learning when planning

experiences, which helps children to build on their knowledge and skills over time.
Managers typically ensure that the curriculum is inclusive. Practitioners make appropriate
adaptations to teaching, resources and daily routines to help remove barriers to learning. As
a result, children with special educational needs and/or disabilities, and those who may face
additional challenges, are able to participate fully alongside their peers. Managers monitor
the quality of the curriculum and teaching effectively and have clear understanding of
strengths and areas for development. Practitioners have recently completed training to
enhance the quality of their interactions with children, which has improved practice across
the setting.
Practitioners provide warm and nurturing interactions that support young children's personal,
social and emotional development effectively. Young children respond positively to
practitioners, joining in enthusiastically as they sing familiar nursery rhymes and listen to
stories. Practitioners generally promote children's communication and language
development well. They engage children in meaningful conversations and introduce new
vocabulary as part of everyday activities. For example, practitioners name insects that
children find in the garden and they support children to describe the shape and colour of
objects as they build towers. This helps children to broaden their vocabulary. Practitioners
promote children's mathematical development through a range of play-based experiences
and daily routines. They incorporate mathematical language and concepts into children's
learning, helping them to develop an understanding of early number, shape and measure.
For example, children join in with the headcount as they enter the garden, developing their
counting skills and awareness of quantity.
All children benefit from regular access to outdoor play, and younger children also have
access to large soft-play blocks. This helps to develop their physical skills and increasing
confidence. Practitioners provide activities that help to strengthen small muscles in
children's hands in preparation for early-writing skills. For example, children explore play
dough by rolling, squeezing and kneading it, as well as using a range of tools to manipulate
it.
Inclusion Expected standard
Practitioners know children well, including those with special educational needs and/or
disabilities and those who face other barriers to their learning. They are quick to assess and
identify children's individual needs and adapt activities, routines and interactions
accordingly. For example, when children who have recently moved to an older group room
become overwhelmed, practitioners respond sensitively by supporting them to spend time in
their previous room where they feel secure. Practitioners communicate effectively with one
another and adapt routines to ensure continuity of care and that children's individual needs
are consistently met. This means that children feel safe and well supported, enabling them
to engage positively in their learning and development.
Managers and practitioners have high aspirations for all children, and they are committed to
minimising barriers to learning by tailoring support to meet children's specific needs. They
build trusting relationships with families and work closely with them to ensure consistency in
children's care and learning. Managers seek advice and support from external professionals
and work effectively with other agencies to secure the best possible outcomes for children.
For example, partnership work with the local authority helps to provide targeted support for

Needs attention
children's communication and language development. As a result, children receive the help
they need in a timely manner, make progress from their starting points and are fully included
in all activities and experiences at the setting.
Children's welfare and wellbeing Needs attention
Managers do not consistently ensure that practitioners prioritise children's safety. They do
not monitor the implementation of risk assessment procedures effectively enough to
minimise identified hazards in a timely manner. For example, during outdoor play,
practitioners are not always positioned appropriately to supervise all children effectively. As
a result, children occasionally access climbing equipment and trampolines without suitable
support and oversight. Consequently, practitioners do not always identify or respond
promptly to potential risks, which compromises children's safety.
An effective key-person system is in place that helps children to develop a secure sense of
belonging and emotional wellbeing. Children, including those with special educational needs
and/or disabilities, form positive relationships with familiar practitioners who know them well
and understand their individual needs. Practitioners typically provide care and support,
helping children to feel settled and confident within the setting. These nurturing relationships
support children's emotional security and contribute positively to their ongoing learning and
development.
Managers promote children's health and wellbeing effectively. Children benefit from
nutritious meals and snacks throughout the day. Practitioners teach children about healthy
food and encourage them to try new foods. This supports their growth and development.
Practitioners support children to follow appropriate hygiene routines, such as washing hands
before meals and after using the toilet. This helps children to develop good habits and
supports their understanding of self-care. Practitioners are good role models for children.
They consistently encourage children to use good manners in their interactions with others.
Typically, children say 'please' and 'thank you' and share and turn take with their friends.
Children benefit from regular opportunities to play outdoors in the fresh air, which supports
their physical health and overall wellbeing.
Leadership and governance Needs attention
Managers' oversight is not always effective to act promptly to minimise potential safety risks
for children. Practitioners are not always proactive in identifying risks or positioning
themselves better to support or supervise children on outdoor climbing equipment and
trampolines. This does not consistently promote children's safety and wellbeing.
Since the last inspection, there have been changes to the leadership team. Managers
demonstrate a positive approach and attitude to ongoing improvement. They have ensured
a smooth transition, providing appropriate training, support and oversight to raise the quality
of the provision. Practitioners understand their roles and responsibilities well and work
effectively together to promote positive outcomes for children. Practitioners benefit from

regular supervisions and report that their wellbeing and ongoing professional development is
well supported. This helps to create a positive culture in which they feel valued and
supported. This contributes to a positive staff morale and supports their continued
professional development.
Managers are ambitious for all children and families. They work closely with parents to
support children's learning and development and develop positive relationships. Managers
and practitioners work effectively with external professionals to help ensure that children
with special educational needs and/or disabilities receive the support they need. As a result,
children and families benefit from a collaborative approach that promotes inclusion and
positive outcomes.
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's safety and wellbeing is sometimes compromised when playing outside at this
setting. Managers do not always provide effective oversight to ensure that potential risks to
children are identified and addressed promptly. Practitioners are not consistently proactive in
recognising hazards or positioning themselves appropriately to support and supervise
children using outdoor climbing equipment. This does not consistently promote children's
health and wellbeing.
Children's attendance and punctuality are promoted effectively by managers, helping
children to settle quickly into daily routines and maximise learning opportunities. Children
engage enthusiastically in the range of experiences on offer. Babies and young children
participate in songs, rhymes and storytelling, listening attentively and developing their
communication and language skills. Older children show curiosity and enjoyment as they
explore trucks in water. All children develop their creativity, imagination and fine-motor skills
through play dough activities. Children with special educational needs and/or disabilities
receive effective support to overcome barriers to learning. Managers, practitioners and
external professionals work closely together to ensure that learning is tailored to meet
children's needs. Children make progress from their starting points. They develop the skills,
knowledge and confidence needed for their next stage of learning.
Children develop secure attachments with caring and attentive practitioners. Babies
confidently seek comfort and reassurance from familiar adults, demonstrating that they feel
safe and secure within the nursery. Practitioners engage children in meaningful
conversations that extend their thinking and support their understanding of the world around
them. Children gain an understanding of early mathematical concepts through practical
experiences. They explore capacity as they pour and fill containers while younger children
develop counting skills through number rhymes. Children play cooperatively with their peers,
building positive relationships and developing social skills. Children benefit from regular
opportunities to play outdoors and enjoy being physically active in the fresh air. They learn
to navigate obstacles, manoeuvre ride-in cars and climb and balance on equipment.
Children are fully engaged in their play and learning and demonstrate positive attitudes
towards their experiences at this setting.
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 adequately supervised at all times,
particularly when they are outdoors
08/10/2026

Inspector:
Katie Smith
About this setting
Unique reference number (URN): 2611317
Address:
57 Glimpsing Green
Erith
DA18 4HB
Type: Childcare on non-domestic premises
Registration date: 12/10/2020
Registered person: Fabulous Tots Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Bexley
Facts and figures used on inspection
Action Completion Date
ensure all risks are identified promptly and all areas
used by children can be monitored safely
08/10/2026
About this inspection
The inspector spoke with managers, practitioners, parents and children 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 was available to the inspector at the time of the inspection.
This data is from 17 September 2026
Children numbers
Age range of children at the time of inspection
0 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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