Little Marvels Day Nursery (Brookside)

Inspection of Little Marvels Day Nursery (Brookside) The Starburst Centre (Brookside), Perth Avenue, HAYES, Middlesex UB4 9LW

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Overall effectiveness Inadequate

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

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The provision is inadequate

While leaders are dedicated, there is a significant number of areas where improvement is needed. Children's learning and development are not supported effectively, and their safety is compromised. Although staff have an understanding of safeguarding procedures, risk assessments are not embedded.

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The provision is inadequate

Some children are focused and engaged in the activities on offer. However, overall, the quality of teaching is too inconsistent. This is due to variations in staff's practice and breaches of statutory requirements. Although staff plan learning intentions, these are not implemented effectively. Teaching is not well sequenced to build on what children already know and can do. As a result, many do not make the progress they are capable of. Leaders are reflective and committed to improvement, but changes are still at an early stage and not currently embedded. Consequently, the overall quality of education remains poor.

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The provision is inadequate

Staff do not always interact appropriately to help children feel safe. This does not support children's development or prepare them for what is happening next. Staff do not promote children's communication and language skills, particularly for children who speak English as an additional language.

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The provision is inadequate

Despite these issues, children are happy to attend and generally enjoy their time at the nursery. Staff are caring, and they warmly welcome children and families from a wide range of backgrounds and cultures. They recognise when children are upset and offer comfort and reassurance. Children have daily opportunities to play outdoors.

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need to do better?

n Risk assessments are not effective. Staff complete daily checks in both the indoor and outdoor areas. These highlight any maintenance issues, which are quickly resolved. However, leaders have not ensured that risk assessments consistently guide staff's practice or help them identify hazards. For example, staff and leaders do not always supervise the nursery entrance effectively, allowing parents and visitors to enter without staff being aware. This does not adequately protect children's safety and well-being. n Leaders do not ensure that staff have the required knowledge of food safety. Although staffing levels are adequate during mealtimes, staff do not consistently check that food is safe or age-appropriate for the children. For example, children are sometimes offered foods that are not appropriately cut up, such as sausages. On occasion, children take food from others' plates without the staff noticing. In addition, the information on children's placemats, which is used to

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need to do better?

inform staff about their specific dietary requirements, is not always accurate.

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need to do better?

15 September 2025 This lack of effective supervision and organisation does not protect children from the risk of choking or eating food that does not reflect their individual dietary needs. This does not adequately promote children's health and well-being. n Although leaders explain the intended learning for children, this is not embedded in practice. The quality of education is poor. Leaders and staff have not implemented an effective curriculum, and monitoring of planning and curriculum intent is insufficient. Some activities are beyond children's current stage of development, and staff do not set high enough expectations for older children. For example, staff do not sufficiently extend learning effectively when older children take part in activities, such as exploring the textures and properties of shaving foam. This limits children's ability to reach their full potential. n The teaching skills of leaders are weak, and they do not provide staff with the

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need to do better?

support needed to enable the effective delivery of the planned curriculum. Staff often fail to adapt activities to children's individual developmental stages or to reflect their prior knowledge. For example, all children, regardless of age or needs, are required to take part in themed tasks, such as cultural dancing. Many lose interest and wander away, missing valuable learning opportunities. This lack of targeted planning leads to poor engagement and limits children's progress. n On the whole, the children behave well and are kind to each other. However, staff do not consistently support children in managing their own behaviour. For example, staff do not teach children effectively how to follow instructions. Instead, staff choose to communicate with children by physically handling them. They sometimes lift children, including those who are crying, from behind without any warning. This does not show respect to children or support their

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need to do better?

emotional development. Children are not helped to understand respectful relationships because they do not always understand what is happening to them. Furthermore, as staff do not speak to the children, they are not teaching important communication skills. n Leaders and staff acknowledge and embrace the diversity of the children who attend effectively. Overall, staff support children with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds effectively. They plan engaging activities to celebrate children's cultures, such as inviting parents to bring in special items from home. Staff recognise children's individual backgrounds and cultural needs. However, leaders do not always share relevant information with staff to enable them to support children who speak English as an additional language effectively. At times, staff do not support these children to understand how to engage in activities. As a result, they wander

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need to do better?

around the room and do not demonstrate positive attitudes towards their play and learning.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

implement and monitor robust risk assessments, ensuring that all potential hazards are identified, minimised and managed effectively, including door security 09/10/2025

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Due date

ensure that staff have the required knowledge of food safety, including management of allergies and dietary requirements 09/10/2025

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Due date

develop staff's knowledge and understanding of the curriculum intent to enable them to provide good-quality learning experiences that meet the individual needs of all children 09/10/2025

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Due date

provide staff with regular monitoring and coaching to support effective teaching 09/10/2025

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Due date

ensure that staff handle children respectfully and appropriately to help them understand what is happening and what staff expect of them 09/10/2025

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Due date

ensure that staff fully embed consistent strategies to support children who speak English as an additional language so that they can communicate their needs effectively and make good progress overall. 09/10/2025

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Setting details

Unique reference number EY540682 Local authority Hillingdon Inspection number 10394788 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 24 Number of children on roll 33 Name of registered person Little Marvels Nursery Services Limited

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reference number

Telephone number 07498522755 Date of previous inspection 25 September 2019

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Information about this early years setting

Little Marvels Day Nursery (Brookside) registered in 2016. It operates within the grounds of Brookside Primary School, in Hayes, Middlesex. The nursery is open each weekday, between 8am and 4pm, term-time only. Children attend for morning and/or afternoon sessions. The nursery provides funded early education for two-, three- and four-year-old children. Five staff work at the nursery, all of whom hold relevant qualifications at levels 2 and 3.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children told the inspector about their friends and what they like to do when they are at the nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the registered individual about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with SEND. 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 observed the interactions between the staff and the children. 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

15 September 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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