Busy Angels Day Nursery
Busy Angels Day Nursery is a day nursery in London for children aged 1 to 4, with 55 registered places. Ofsted report card, 19 March 2026: Strong standard in 1 area, Expected standard in 5 areas; safeguarding standards met.
London Borough Of Newham, Chandos Centre, Colegrave Road, London, E15 1DZ
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 1 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 55 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 29 December 2021 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Source: Ofsted report, inspection on 19 March 2026
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Expected standard
- Children's welfare and wellbeing: Expected standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 19 March 2026. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Children are happy and secure in this vibrant and caring nursery. They are valued, which helps them to flourish. They typically develop their independence as they move freely between the indoor environment and the garden. Young babies copy gestures and words. They recognise and point to objects when asked about them; for example, they point to a small water bottle with curiosity. Toddlers enjoy sand play in the garden, moulding and exploring the texture of the sand. Older children take part in games during circle time, listening to staff and to one another. All of this supports children to thrive. Staff plan age-appropriate activities, such as butterfly printing for toddlers, to promote their developing fine motor skills. Children select the colours of their choice and independently squeeze the paint bottles, taking great joy as they watch the paint flow into the trays. Children also talk about fruit as they use dough cutters to make apple shapes. Young babies sit safely outside in the sunshine and splash in the water as staff gently guide and encourage them. They show awe and wonder as they watch each other splashing, which helps to build their confidence and enjoyment.
Staff skilfully support children who have barriers to learning. For example, they follow effective, well-sequenced strategies to ensure support is provided at the right time and in the right way. Staff ensure that they observe and assess children's starting points and continue to plan for their next steps in learning. As a result, all children make effective progress and are supported to be ready for school. Children develop friendships easily and are given opportunities to talk about their feelings, which supports their emotional development. Children with barriers to learning and those known to social care are well supported to participate fully in the learning available, helping them make sound progress. Staff also promote the importance of attendance to help ensure children make the most of their learning.
What Ofsted found in each area
Inclusion: Strong standard
Staff consistently make a demonstrable difference to the opportunities that children with barriers to learning receive. They identify individual children's needs effectively. For example, they carry out detailed checks and use this information to support children. Children enjoy a range of print-rich and sensory activities, such as tuff tray experiences filled with cereals, soft cars and vehicles. Children who learn better outdoors have plenty of opportunities to follow their interests, such as climbing or using programmable toys both indoors and outdoors. Leaders help reduce the barriers that children face. For example, they implement targeted 3-month plans to ensure timely and appropriate measures are in place so that children make steady progress suited to their individual needs. Each term, staff set short- and long-term goals for children and hold termly parents' meetings to discuss progress and next steps with families.
Leaders work with external agencies who assess the provision and provide support. They have applied for additional funding; however, in the meantime, they have used their own resources to put strategies in place, including providing individual support. This ensures that children are fully supported throughout the day. Staff also offer strong support to children known to social care. For example, they liaise effectively with the relevant agencies to ensure children and their families receive the help they need.
Curriculum and teaching: Expected standard
Overall, leaders sufficiently work well to design a rich curriculum. For example, the nursery's 3 rooms are thoughtfully organised. The baby room, which is new and spacious, reflects the prime areas of learning and offers easily accessible resources and activities for babies. All of which supports children to learn and develop. Staff adequately promote children's language development. For example, they engage in back-and-forth conversations with children during mealtimes and play. However, the quality of language modelling is variable, and staff do not always extend children's vocabulary. For instance, during painting activities with younger children, staff do not describe what children are doing to help build language. In addition, staff do not always add depth to their interactions with children, for example by focusing on how they can challenge children further in their thinking.
Staff assess children's individual needs well. Staff suitably support children's mathematical development. They provide opportunities for children to build their early understanding of number and shape, such as counting and talking about shapes during sand play activities. Staff support children to feel safe and secure effectively. For example, they form caring and nurturing relationships, which supports children's personal, social and emotional development. Staff support children who face barriers to learning effectively. For example, they use a range of strategies to engage children, such as repeating key words to help develop their understanding and communication.
Achievement: Expected standard
Children make sufficient progress in their learning and development. For example, they confidently ride wheeled toys outdoors. Young babies explore sand and water activities, developing their early sensory skills. Toddlers investigate crystals, learning about different textures and building their sensory awareness. Children take part in wider experiences, such as celebrating Red Nose Day. Children with special educational needs and/or disabilities achieve the skills they need for school. For example, they learn to give eye contact, follow routines and play alongside other children.
All children are well prepared for their next stage of learning, including starting school. For instance, they are able to manage their personal needs independently. Children develop their communication and language skills. For example, children listen and respond to stories, helping nurture their love of books. Babies listen and respond to simple instructions, demonstrating emerging understanding.
Behaviour, attitudes and establishing routines: Expected standard
Staff generally support children to resolve conflicts peacefully. For example, older children learn to take responsibility for their actions when they upset their friends. Children have positive attitudes to learning; they are eager to play and join in as soon as they arrive in the morning. They quickly hang up their coats and greet staff and each other warmly. Children play well together, sharing toys and waiting their turn, all of which helps them build important skills for the future. Leaders work to promote the importance of punctuality and attendance. They regularly remind parents why good attendance and punctuality matter, helping to ensure that children make the most of their learning.
Staff plan effectively for children's learning to ensure they are well prepared for school. For example, they follow children's interests and assess their ongoing abilities to inform the next steps in their learning. Staff have secure and caring relationships with the children. They know them well and offer frequent praise and encouragement, which helps to build children's self-esteem and confidence. Staff work appropriately with parents whose children have barriers to learning. For example, they share information about children's behavioural patterns and devise strategies that can be used at home to support the development of positive behaviour boundaries.
Children's welfare and wellbeing: Expected standard
Staff identify children's individual needs quickly. They work closely with parents to support families in accessing the help they need. Staff build effective relationships with children to help them settle and make progress according to their needs. For example, the secure key-person system ensures that children's individual needs are consistently met. Staff talk to children about keeping safe. For example, in the garden, staff remind children how to play safely and use the equipment appropriately. Staff remind children about behaviour boundaries, and they set simple goals to support this, such as using the 'bucket game'. As a result, children learn to share and take turns.
Staff help ensure that children's care needs are met so that they remain safe and secure. For example, staff supervise children well while they sleep. Mealtimes are enjoyable and support children's health needs. Children also learn about healthy eating as they enjoy healthy, nutritious meals. Children enjoy daily fresh air in the well-resourced garden. They climb, ride wheeled toys and move their bodies freely, helping to support an active and healthy lifestyle. Children learn about a range of festivals with staff to help children develop positive attitudes towards the wider world. This supports children to build respect for others and develop an appreciation of different cultures and communities.
Leadership and governance: Expected standard
Leaders offer a range of initiatives to help support staff wellbeing and professional development. For example, they organise team dinners a few times a year and celebrate cultural festivals such as Christmas and Eid. Staff are offered spa or massage bookings, regular supervisions, birthday gifts and a 'staff member of the month' award. Leaders also provide a weekly shopping budget for staff snacks, and staff eat lunch with the children. They offer a flexible rota to support personal appointments, extra study days, an open-door policy and additional breaks when staff feel overwhelmed. Leaders support staff through ongoing training, mentoring and opportunities to develop their skills and professional knowledge.
Staff work well with parents and offer a variety of ways to communicate important information, supporting effective partnerships with families. For example, they use online journals and other communication tools to share updates. They hold parents' evenings and organise events such as Christmas parties, Mother's Day celebrations, coffee mornings, book reading sessions and graduation parties. Leaders have reviewed and improved the setting, including purchasing new furniture to enhance the physical environment and support children's wellbeing. Leaders accurately assess areas for improvement. For example, since the last inspection, they have added a new baby room and refurbished the nursery.
What the setting must and should do next
The provider should:
- Leaders should strengthen the quality of staff's conversations with children to support children's language and development even further.
- Leaders should put a focus on supporting staff to add depth to their interactions with children to help them develop further.
Ofsted's words, from the report on the inspection on 19 March 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Happy Niños Day Nursery - Day nursery, London E15 1NA, ages 0 to 4, 55 places, 0.2 milesOfsted, 18 September 2025: Good overall; safeguarding is effective
- Little Knuckles Nursery - Day nursery, London E15 1FT, ages 0 to 4, 60 places, 0.2 milesOfsted, 19 December 2022: Good overall; safeguarding is effective
- Ali's Academy - Pre-school, London E20 1BD, 0.3 miles
- Little Bear's 3 Ltd - Day nursery, London E20 1BD, ages 0 to 4, 72 places, 0.3 milesOfsted, 14 May 2024: Good overall; safeguarding is effective
- Tendercubs Preschool and Day Nursery, Leytonstone. - Day nursery, London E15 1UA, ages 1 to 4, 34 places, 0.3 milesOfsted report card, 10 July 2026: Expected standard in 6 areas; safeguarding standards met
Schools nearby
- Education Links - Secondary, 0.1 miles
- Ronald Openshaw Nursery School - Nursery, 0.2 miles
- Colegrave Primary School - Primary, 0.3 miles
- Downsell Primary School - Primary, 0.3 miles
- Harris Academy Chobham - All-through, 0.3 miles