The Cottage Nursery

The Cottage Nursery
Unique reference number (URN): EY498708
Address: The Cottage, Lower Station Road, Crayford, DA1 3PY
Type: Childcare on non-domestic premises
Registered with Ofsted: 22/03/2016
Registers: EYR, CCR, VCR
Registered person: Super Start Limited
Inspection report: 8 January 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, including those with special educational needs and or disabilities, are making
meaningful progress, particularly in communication and language. Interventions in circle
time deliver targeted support, which means children's oral motor skills are improving so that
they are better able to pronounce sounds. Children enjoy these targeted activities and are
developing their communication skills and their confidence.
Babies benefit from hearing new words and, as a result, are starting to put 2 words together.
Older children benefit from a 'run up to school programme'. This includes developing
independence and having an opportunity to wear school uniforms. Children develop the
skills they need next to prepare them for their next stage. Parents feel that their children are
developing well because of this learning.
Behaviour, attitudes and establishing routines Expected standard
Staff understand the behaviour management policy and communicate well with parents
when issues arise. They have implemented effective strategies for helping children who
need additional support. Children are praised for their successes and staff are making
efforts to identify early signs and triggers for challenging behaviour so that they can
intervene early on. The use of traffic light cards, meaningful conversations about emotions,
the use of key books and an emotions table have been effective in supporting children to
manage their feelings. Staff demonstrate an understanding of the different expectations for
behaviour for different age groups, for example using distraction and cuddles for babies who
are unsettled.
Typically, children are told why certain behavioural expectations are in place but sometimes
these opportunities are missed, particularly at the beginning of the day before children are
settled into their normal rooms. Staff have warm relationships with children and model
friendly and polite behaviour, saying 'good job' and 'thank you'. Children have consistent
daily routines so that they know what to expect and what comes next. This helps children to
feel settled attending. Children are given jobs, such as 'tidy up champions', which gives
them a sense of responsibility and encourages independence.
Children's welfare and wellbeing Expected standard
The key-person system is effective. Children are given a key person from the outset so that
they can start forming bonds with a familiar adult, meaning that they settle well and are
happy. The staff know the children well so that they can support their emotional
development and help them to manage their emotions and feelings. For example, children
with special educational needs and/or disabilities point to prompt cards and say, 'look angry'
and mimic an angry face. Routines are consistent so that children know what to expect of
the day, for example at circle time they sing a song and staff lists the afternoon activity
choices in the song.

Staff understand safe sleeping practice and know how to keep children safe. They
encourage and support children with managing their own personal hygiene. Leaders and
staff have effective risk assessments in place and record any accidents. Staff understand
the importance of monitoring and acting if they notice any accident trends or re-occurrences.
Children benefit from healthy, balanced and fresh meals and all children have access to
fresh drinking water. Children enjoy their mealtimes and are closely supervised with staff
understanding safe eating practices and allergen management.
Curriculum and teaching Expected standard
Leaders have provided staff training and support to improve teaching and ensure the
curriculum is age appropriate. Communication with parents is now more focused and
tailored to each child, helping parents understand what their child is learning and their next
steps. Assessment methods have been strengthened so staff know children's abilities and
can plan a more sequenced, ambitious curriculum.
A new curriculum emphasises early literacy. Staff use monthly focus books linked to
activities across learning areas. For example, toddlers enjoy a book which includes lessons
on healthy eating and a disco activity to develop gross motor skills. Older children explore
books about families to learn what makes them unique and deepen their understanding of
the world. Mathematics is taught sequentially in all rooms, with staff using planned activities
to embed concepts. For instance, during a 'Goldilocks and the Three Bears' activity, children
practise mathematical and positional language while using bowls and scoops to build fine
motor skills.
Leaders plan to introduce a universal assessment system to further improve provision,
including for children with special educational needs and/or disabilities. To strengthen
teaching further, staff should ensure quieter children are fully engaged in group activities.
Inclusion Expected standard
Leaders have prioritised staff training to strengthen curriculum delivery and improve
outcomes for all children. Funding is used effectively to purchase resources, such as
outdoor play equipment and sensory sacks, following consultation with staff, key persons
and parents, to support children with special educational needs and/or disabilities (SEND).
Staff work collaboratively with external professionals, who provide in-setting training to
further enhance provision. Staff have received targeted training to support children with
SEND, resulting in increased staff confidence and improved planning and implementation of
learning for these children.
Staff identify areas where children need additional support and adapt provision accordingly.
For example, when children prefer to lead their own play, staff use activities based on their
interests, such as sorting games. This helps to build children's confidence and social
interactions. Similarly, when children struggle with transitions they are supported through the
use of visual prompts, helping them understand routines and reducing anxiety.

Leadership and governance Expected standard
Since the previous inspection, leaders have strengthened staff supervision and introduced
additional training. This has improved staff confidence and knowledge in delivering the
curriculum and supporting children with special educational needs and/or disabilities
(SEND). Leaders have also prioritised staff wellbeing by providing mental health support,
professional development opportunities and regular feedback meetings. Staff report feeling
supported and confident in their roles.
Communication with parents has been enhanced. Parents now receive clear information
about their child's learning and how to support this at home through meetings, videos and
newsletters.
The curriculum has been refined to ensure it is ambitious and well sequenced. Staff use
observations and assessments effectively to plan learning, resulting in children progressing
well. Leaders and staff have developed strong community links, including visits to the local
library and nature reserve and hosting visitors, such as local police officers. Leaders plan to
extend these links further through volunteering initiatives. Leaders have identified priorities
for continued improvement, including strengthening SEND provision and embedding a new
assessment system to further enhance curriculum planning.
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 are happy and settled and have positive relationships with staff. As a result, they
enjoy their time at nursery. Children who have just started at the nursery have tailored
settling-in sessions and are allocated a key person from the outset. This helps children to
feel secure and have a sense of belonging. Parents report that this works well. Staff know
the children well and understand what they can do and what they want them to learn next,
particularly any children identified as having special educational needs and/or disabilities.
Staff are warm and kind to the children and regularly give them praise so that they feel
valued. Staff make adaptations where appropriate. For example, children with particular
interests are encouraged to bring carefully selected resources to the 'Goldilock's' role-play
table so that they can access the sensory porridge activity. Children needing additional
support are given individual time with staff.
Children are encouraged to become independent and confident and to develop the skills
they need. Staff share learning with parents, for example sharing a video about how the
children can learn to put their own coat on themselves. Children make meaningful progress
in communication and language skills because of carefully targeted support. Leaders have
improved communication with parents regarding what children are learning and parents
report having a better idea of what the children are learning because of this.
Staff demonstrate kindness and positive social skills towards the children. Any issues with
children's behaviour are typically dealt with promptly and children are given guidance as to
why certain expectations are in place. Children are encouraged to take turns and share.
Staff purposefully get out less resources at the beginning of an activity so that children wait
their turn and then ask for the resource. This means that children are increasing in
confidence and learning to share and be kind towards others.

Inspector:
Kelly Stiff
About this setting
Unique reference number (URN): EY498708
Address:
The Cottage
Lower Station Road
Crayford
DA1 3PY
Type: Childcare on non-domestic premises
Registration date: 22/03/2016
Registered person: Super Start Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Bexley
Next steps
Leaders should support staff to provide guidance for children to understand why certain
behavioural expectations are in place more consistently.
Leaders should support staff to include quieter children more effectively during group
activities to enhance learning and development opportunities.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, 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.

Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 8 January 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
60
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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