Little Rayes Daycare (Croydon)

Needs attention

Last inspected Jul 2026

Ofsted report for Little Rayes Daycare (Croydon)

Last inspected 3 July 2026

Actions the provider must take

What it's like to attend

• The safeguarding standards are met, with leaders and those responsible for governance fulfilling their specific responsibilities and establishing an open culture of safeguarding.
• Children develop positive relationships with staff and feel secure within the setting.
• Staff know children well and use this knowledge to support children's relationships with each other.
• Children are supported to develop healthy habits and an understanding of how to care for themselves, including washing hands before meals.
• Children learn to manage aspects of their own care, take responsibility for their belongings and help with simple tasks.
• Children enjoy playing alongside others, building friendships and developing positive relationships with familiar staff.
• Children develop physical skills through activities like digging in sand, filling containers, and pouring water.
• Children are beginning to look at books independently and develop their imagination as they play.
• Leaders support staff through regular supervision, an open-door approach and consideration of staff wellbeing.
• Leaders work positively with families and other professionals, including supporting children known to children's social care.
• Leaders recognise when children and families may benefit from additional support and make appropriate links with external services.
• Staff do build positive relationships with children so that children seek them out for reassurance and support when they need it.
• Children see different families, cultures and experiences represented through the books and resources available to them, helping them learn about the experiences of others.
• Children use their imaginations and develop their ideas through play, such as recreating familiar experiences through role play in the toddler room.
• Some children do take part in activities they enjoy, such as making lemonade by squeezing lemons and exploring changes to ingredients.

• 1Less confident children are not consistently given the support they need to join in during group times and share their views.
• 2Staff do not always model good hygiene practices consistently, for example, they do not always wash their hands after wiping children's noses.
• 3Some children, particularly those with special educational needs and/or disabilities, do not consistently make as much progress as they could in particular areas of learning.
• 4Children do not always receive support that is adapted quickly enough when they continue to face barriers to learning, for example, they do not always have enough opportunities to develop their communication and language skills.
• 5Leaders' monitoring of provision does not always identify improvements needed in enough detail or lead to timely changes.
• 6Effective practice is not embedded consistently across the setting.
• 7Not all staff feel equally confident in supporting children with SEND, and some staff say they would benefit from further training to build their confidence.
• 8Leaders do not consistently approach other professionals for information if this is not given to them.
• 9The curriculum is not consistently implemented well enough to ensure that all children develop the knowledge, skills and understanding they need.
• 10Teaching does not consistently support children to build knowledge and skills over time, because staff do not always identify the precise learning they want children to gain or adapt experiences effectively.
• 11During some adult-led activities, children do not always have sufficient opportunities to explore, make choices or develop their own ideas.
• 12Staff interactions are inconsistent; children do not always receive the high-quality interactions needed to deepen their learning.
• 13The curriculum is not adapted well enough for younger children, children with special educational needs and/or disabilities or those who require additional support.
• 14Children with special educational needs and/or disabilities (SEND) do not routinely receive the adaptations and support they need to participate fully in the curriculum and make progress from their starting points.
• 15Staff do not use agreed strategies consistently, meaning children's individual needs are not always fully met.
• 16Approaches to supporting children with SEND are not embedded across the setting.
• 17Some communication strategies rely on individual staff's knowledge rather than being understood and used by the wider staff team.
• 18Children with SEND do not always receive the support that they should.
• 19Leaders do not always act quickly enough to remove barriers to learning.
• 20Leaders do not use review processes to identify new approaches, seek further advice or refine existing strategies when children make limited progress in communication and language.
• 21Leaders have not yet secured effective inclusive practice that removes barriers to learning and enables all children to make progress from their individual starting points.