Purple Jay Herne Hill Dulwich

Needs attention

Last inspected Jan 2026

Ofsted rating for Purple Jay Herne Hill Dulwich

Last inspected 28 January 2026

Actions the provider must take

What it's like to attend

• Children benefit from improvements made since the last inspection.
• Key-person arrangements have been strengthened.
• Children are treated with respect.
• Risk assessments are more effective, leading to a safer learning environment.
• Older children experience effective teaching and are typically well engaged in learning.
• Staff acknowledge cultural and religious events and help children to understand their similarities and differences.
• Staff encourage children to sort, match and count as they play.
• Pre-school staff carefully order learning opportunities to develop children's dexterity and strengthen their hand muscles.
• Staff encourage meaningful talk and introduce new words during pre-school activities about oral health.
• Leaders provide support for staff to gain recognised qualifications and develop their professional knowledge.
• Staff's wellbeing is supported effectively.
• Previously identified weaknesses, such as the need to improve the safety of the premises and food and drink facilities, have been effectively addressed.

• 1Some younger children do not make the progress they are capable of in their communication and language.
• 2Babies occasionally have fewer opportunities to move around and develop their physical skills.
• 3Staff do not excite or engage younger children in learning throughout the day.
• 4Staff working with the youngest babies struggle to meet their needs during busy periods of the day.
• 5Staff have been unable to establish a smooth mid-morning routine for babies.
• 6Older babies do not experience effective snack time routines.
• 7Pre-school children are not offered a morning snack, and some are hungry by lunchtime.
• 8Staff do not plan well for some routines.
• 9When younger babies are tired and hungry, several become fractious and unsettled at the same time of day.
• 10Children's health and hygiene is sometimes compromised.
• 11Cups that have dropped on the floor are later given back to toddlers before being washed.
• 12Staff do not notice when some toddlers eat from the bowls of others.
• 13Staff do not promptly wipe the runny noses of babies and toddlers.
• 14At times, the curriculum for communication and language does not meet the needs of younger children who have English as an additional language, or those who are quieter or less confident.
• 15Occasionally, enthusiastic staff do not recognise when some quieter children are overwhelmed or need more time to respond.
• 16Group story telling for older babies is not successful.
• 17Toddlers become distracted or lose interest, despite staff's use of soft toys to represent the book's characters.
• 18Staff do not consistently encourage pre-walking babies to move around, explore and develop their curiosity.
• 19They do not check that the curriculum is designed well or that nursery routines consistently meet the needs of all children.
• 20Although some children develop good English-speaking skills, others have fewer opportunities to express themselves and practise these skills.
• 21Leaders say that they prioritise children's physical health and wellbeing. Despite this, they do not recognise when weaknesses in staff's teaching or poorly organised routines have a negative impact.
• 22Leaders do not check that activities and routines are adjusted sufficiently well for the individual learning and development needs of some children.
• 23Some children have fewer opportunities to recognise, hear or use their home languages. This affects how quickly some children who speak English as an additional language can develop and build their communication and language skills.