Little Meadow Group

Inspection of Little Meadow Group Elmore Lane East, Quedgeley, GLOUCESTER GL2 4LX

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Staff greet each child with genuine warmth and enthusiasm as they arrive at the setting. They make eye contact, smile and engage children in friendly conversation, creating a calm and welcoming atmosphere. This consistent, attentive approach supports children to feel safe, valued and confident from the moment they enter. As a result, children arrive eagerly and settle quickly, displaying clear signs of comfort and happiness. Their positive responses reflect the strong relationships they have built with staff.

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The provision is good

Leaders set a clear vision and foster independent and resilient learners. They have designed a rich, varied curriculum grounded in well-known stories and traditional tales, equipping children with essential knowledge for their next learning stage. Staff tailor learning to individual needs, including those with special educational needs and/or disabilities (SEND), using story-based activities, daily routines and shared themes to build self-help skills, confidence, language and familiarity.

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The provision is good

Children actively participate in story time, repeating phrases, mimicking actions and responding with enthusiasm. Staff read stories with warmth and expression, using tone and pace to capture children's attention. Children move and call out in response to familiar lines, such as 'to and fro', 'huff and puff', and howl at the 'wolf'. Over time, they learn to sequence events, explore authors and illustrators and create their own stories. These experiences build on children's communication skills, develop early literacy and foster a lasting love of books.

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need to do better?

n Staff prioritise children's communication and language development. They encourage creative thinking and early science through hands-on play. When a child wonders what floats or sinks, staff provide materials for them to test their ideas and ask open-ended questions to extend their thinking. Children explore concepts like buoyancy, turning observations into imaginative play. They share, 'We can't go over the sea on a toilet roll, but we can in a yoghurt pot.' Staff adapt language for younger children and those with SEND, modelling single words and supporting vocabulary growth through singing and stories. n Children form secure relationships with staff, who model positive behaviour effectively. As a result, children behave well and develop key skills, such as listening and attention, in preparation for their next stage of education. However, behaviour expectations are not consistently applied across the staff team. For

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need to do better?

instance, during transitions, such as preparing to go outside or moving to snack, some staff challenge running with clear reminders, while others do not intervene. This inconsistency results in children receiving mixed messages, which impacts their ability to follow instructions reliably.

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need to do better?

12 June 2025 n Children build a strong foundation in early mathematics through language-rich activities. Staff introduce key terms like 'subitise' to help children recognise quantities without counting. Children apply this by grouping toy cars and identifying how many they see. Staff encourage children to consider estimation, such as predicting how many cars match their height. Children use a tape measure to compare lengths and adjust their estimates, naturally progressing into basic addition and subtraction. n Staff access regular training and receive feedback on their practice. However, leaders do not always provide targeted professional development quickly enough to improve teaching across the team. Some staff do not identify or respond to children's developmental readiness by purposefully extending play. For example, when highly able children engage in small world play, staff engage socially but miss chances to challenge and extend learning. As a result, children lose interest

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need to do better?

and walk away. n Children develop a clear understanding of how to keep their bodies healthy. Staff teach children how their bodies function and respond to exercise. After physical activity, children notice faster heart rates and discuss exertion. They understand the need for hydration and distinguish between healthy foods and treats. Staff promote healthy choices at snack time, encouraging children to reflect on their food's nutritional value. n The setting creates a warm, welcoming environment where staff value and involve parents. They know families well and celebrate each child's individuality, reinforcing each child's place in the setting. Parents comment that children explore the wider world and local area through imaginative experiences, such as pretend journeys to other countries, which deepen cultural understanding. Strong partnerships with parents remain a key strength of the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to apply behaviour expectations consistently, particularly during transitions, so that children receive clear and consistent messages that support their ability to follow instructions reliably n implement targeted professional development to help all staff respond to child- led interactions with meaningful extensions of play to ensure all children are consistently challenged and engaged in their learning.

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Setting details

Unique reference number 511757 Local authority Gloucestershire Inspection number 10399002 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 80 Number of children on roll 43 Name of registered person Little Meadow Group Committee

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reference number

Telephone number 01452 725 834 Date of previous inspection 15 November 2019

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Information about this early years setting

Little Meadow Group registered in April 2001. It operates from a building adjacent to the site of Meadowside Primary School in Quedgeley, Gloucestershire. It opens each weekday, during term time, from 9am to 12.30pm, and on Monday, Tuesday, Thursday and Friday afternoons for younger children from 12.30pm to 3pm. The setting employs six members of staff. Of these, one holds an appropriate level 4 qualification and three hold appropriate early years qualifications to level 3. The manager holds early years professional status. The setting offers government- funded places.

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Inspection activities

n The inspection started on the 6th of June 2025. It was paused in line with 'Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy'. Inspectors returned on 12th of June 2025 to complete the inspection. n The inspector spoke with the manager and to members of the committee about the leadership and management of the setting. n The manager, deputy manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity in the pre-school room with the manager. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Parents shared their views of the setting with the inspector.

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Inspection activities

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.

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Inspection activities

12 June 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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