Leys Children's Centre Nursery
Leys Children's Centre Nursery is a day nursery in London for children aged 0 to 4, with 56 registered places. Ofsted report card, 30 January 2026: Strong standard in 2 areas, Expected standard in 4 areas; safeguarding standards met.
215 Wellington Drive, Romford, London, RM10 9XW
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 0 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 56 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 7 March 2009 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Source: Ofsted report, inspection on 30 January 2026
Who runs it
Leys Children's Centre Nursery is run by The London Early Years Foundation (Ofsted register).
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: Strong standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 30 January 2026. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Staff warmly welcome children and their families. Children arrive eager to explore. They confidently engage in activities that build curiosity, independence and social skills. Staff respond to each child's needs with kindness and respect. They help children form trusting relationships and feel safe. Staff notice children's interests and extend learning in the moment. For example, after observing a rainbow outdoors, children painted their own rainbows. They described colours, shapes and patterns while staff modelled language and supported exploration of the natural world. Children mixed paints, selected colours and demonstrated creativity and imagination.
Staff provide an inclusive learning environment. They know children and families well and take steps to reduce barriers to learning. Activities are adapted so that all children make progress from their starting points. Leaders understand the barriers children face. They are passionate about inclusion. They ensure that children with special educational needs and/or disabilities and children who are disadvantaged receive targeted support to bridge gaps or delays in learning, development and wellbeing. Children enjoy singing favourite songs with staff, who model language and extend learning through imaginative play, such as pretending to row boats together.
Children follow their own play ideas. They explore toys and resources independently. They use play dough and colourful sticks to make birthday cakes. Staff encourage them to describe shapes, colours and patterns, and prompt counting and early mathematical thinking. Children concentrate well as they play and become engrossed in their learning. They listen carefully to staff and persevere as they try new skills. For example, older children keep trying to use sticky tape to join different materials during a sticking activity. Younger children wait in anticipation to hear the sounds that objects make during a listening activity.
What Ofsted found in each area
Inclusion: Strong standard
Inclusion is a strength of the setting. Leaders and staff work closely with parents to ensure consistency between home and the setting, sharing strategies and regularly reviewing children's progress. Children with special educational needs and/or disabilities receive tailored support that meets their individual needs, enabling them to close gaps in their learning.
Leaders use funding, including the early years pupil premium, to provide targeted resources and specialist equipment, such as adaptable bikes and bespoke tools. These resources enhance children's engagement, concentration and participation. Staff attend training to strengthen their communication skills. For instance, they teach children Makaton signs, promoting communication, empathy and respect across the setting. Staff advocate strongly for children and families. They engage with other organisations and professionals, sharing information promptly to ensure coordinated support.
Staff's focus on inclusion ensures that all children feel valued and participate fully. These highly effective inclusive practices enable children to make sustained progress from their individual starting points and prepare them confidently for the next stage in their education, while minimising barriers to learning and wellbeing.
Curriculum and teaching: Expected standard
Leaders have designed an ambitious curriculum. They prioritise children's communication and language development. Staff talk with babies and younger children, repeat words and introduce new vocabulary during daily routines. For example, at snack time, staff name fruits and vegetables and describe tastes such as 'juicy' and 'sweet'. Staff carefully adapt activities so all children can access learning. For example, they build on toddlers' interests by naming objects and describing actions during play. Older children communicate their needs confidently and use an expanding range of vocabulary.
All children enjoy spending time outdoors, and staff support children's physical development by encouraging them to move in a variety of ways. Staff prioritise children's personal, social and emotional development. They name emotions and guide children to manage their feelings effectively. Staff support early mathematics well by counting steps, encouraging counting at snack time and naming colours during play.
Children make progress from their individual starting points, and, overall, staff demonstrate a secure understanding of children's developmental stages. However, on occasion, staff do not fully adapt their interactions to children's next steps in learning, which limits opportunities for some children to make the best possible progress.
Achievement: Expected standard
Children make positive progress across all areas of learning, including children with special educational needs and/or disabilities. They are developing knowledge and remembering what they have learned. For example, older children can recall different colours when using paints, younger children climb confidently on the indoor frame and toddlers anticipate the actions of familiar songs.
Children are prepared for the next stage of their education, including school. They are confident, curious and demonstrate a love of learning. They express their thoughts and ideas openly and enjoy books, often sitting in the book area with staff to discuss stories and explore illustrations.
Children show respect for resources, their environment and each other. They take responsibility for their surroundings, helping to tidy up and pack their toys away after use. They also communicate their feelings and needs effectively, for example knowing how to keep themselves warm when playing outdoors.
Behaviour, attitudes and establishing routines: Expected standard
Leaders create a positive environment where children generally behave well. Staff are kind and supportive, and children respond positively to their guidance. Staff frequently praise children and actively teach them to be kind, manage their feelings and cooperate with others. Warm, trusting relationships between staff and children support emotional security, confidence and willingness to explore.
Staff organise daily routines, such as snack and mealtimes, so they remain calm and well ordered. Children sit together and feed themselves, promoting independence, confidence and self-care skills. Staff model the use of spoons to help babies acquire new skills. Trusted relationships allow babies to feel safe and confident to try new activities. For example, when a younger child hesitates on the indoor climbing frame, staff reassure them, and the child climbs confidently.
Staff actively support children in collaborating and developing social skills. However, older children sometimes struggle to share resources and alert staff rather than resolving problems independently. This over-reliance on staff limits the development of children's problem-solving and independence skills, reducing their ability to manage minor conflicts on their own. Leaders emphasise attendance and punctuality and work closely with families to promote consistent routines, supporting children's development and readiness for learning.
Children's welfare and wellbeing: Strong standard
Leaders and staff demonstrate a thorough understanding of nurturing emotional bonds with children, including the youngest and most vulnerable. Babies thrive on cuddles, reassurance and consistent attention from staff during settling, play or when unwell. Staff tailor key-person relationships to each child's needs, supporting emotional security and promoting resilience.
Staff consistently help children develop a secure understanding of health and safety, enabling them to make safe choices and manage risks confidently. For example, older children learn to use scissors correctly during activities. Staff prepare fresh, home-cooked meals on site and carefully monitor allergies and dietary needs. During mealtimes, staff sit facing children to encourage social interaction and promote safety.
Staff actively support emotional development, teaching older children the language of emotions to express themselves confidently. Children enjoy regular outdoor play, which helps develop physical skills, coordination and confidence. Older children manoeuvre ride-on cars, balance plastic eggs on spoons and take part in group activities. Staff embed individual routines for feeding and sleeping and help children learn hygiene practices and healthy habits. Toddlers explore safely, splash in puddles under supervision and show growing independence. Children consistently demonstrate that they feel happy, confident and relaxed in the setting.
Leadership and governance: Expected standard
Leaders maintain clear oversight of the setting and proactively identify the best ways to support children who face barriers to learning. They prioritise inclusion and promote an environment where all children feel included, helping them feel safe, valued and supported to make steady progress. Leaders use their knowledge of children and families to respond effectively to individual needs and ensure fair access to learning opportunities.
Leaders build effective partnerships with parents, providing continuity of care and education. Parents value the support they receive when facing challenges and speak positively about the nursery, leaders and staff. Leaders ensure consistent communication, enabling parents to remain well informed about their child's development and wellbeing.
Leaders prioritise safeguarding and strengthen staff knowledge through regular training and policy refreshers. They ensure that staff understand procedures and confidently identify and respond to concerns, protecting children's safety and wellbeing. Leaders also consider staff workload and wellbeing in their decision-making, ensuring that expectations remain realistic and that support is readily available. This thoughtful approach helps sustain a safe, positive and inclusive environment in which children, staff and families thrive.
What the setting must and should do next
The provider should:
- Leaders should ensure that the agreed next steps for individual children are consistently implemented in daily practice to help children make the best possible progress.
- Leaders should consider ways to further develop older children's sharing skills so that they can resolve minor conflicts and disagreements independently.
Ofsted's words, from the report on the inspection on 30 January 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
- Adorable Childcare Nursery Ltd. - Day nursery, Dagenham RM10 9YP, ages 1 to 4, 52 places, under 0.1 milesOfsted report card, 2 June 2026: Expected standard in 6 areas; safeguarding standards met
- Elm Lane Day Nursery - Day nursery, Dagenham RM10 9UR, ages 1 to 4, 35 places, 0.4 milesOfsted, 17 September 2025: Good overall; safeguarding is effective
- Wright Education - @ Dagenham - Pre-school, Dagenham RM10 8TR, 35 places, 0.4 miles
- Childville @ Dagenham Parish Hall - Pre-school, Dagenham RM10 8TR, ages 2 to 3, 48 places, 0.4 milesOfsted, 14 September 2022: Good overall; safeguarding is effective
- John Perry Nursery - Day nursery, Dagenham RM10 8BS, ages 0 to 4, 55 places, 0.5 milesOfsted, 31 October 2024: Good overall; safeguarding is effective
Schools nearby
- The Leys Primary School - Primary, under 0.1 miles
- John Perry Primary School - Primary, 0.5 miles
- Newtons Primary School - Primary, 0.5 miles
- Beam Primary School - Primary, 0.5 miles
- Dagenham Park CofE School - Secondary, 0.5 miles