Little Big Learners Ltd

Little Big Learners Ltd

Unique reference number (URN): 2847162 Address: Elmley Castle C Of E First School, Main Street, Elmley Castle, Pershore, WR10 3HS Type: Childcare on non-domestic premises Registered with Ofsted: 02/09/2025 Registers: EYR, CCR, VCR Registered person: Little Big Learners Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a calm and positive environment with clear expectations for behaviour that staff apply consistently. For example, as children arrive from school, they are greeted by staff confidently and follow routines such as putting their belongings away and preparing for activities. Staff use calm reminders, including prompts about listening and attention, which helps children to settle quickly.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and respectful. During group activities, staff model kindness and praise children for taking turns and having a go. For example, children encourage one another during throwing games and respond positively to staff praise, which supports cooperation and confidence across mixed-age groups.

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Behaviour, attitudes and establishing routines Expected standard

Staff consider children's age, stage of development and emotional needs, particularly after a full school day. When children are reluctant to engage in planned activities, staff adapt activities based on children's interests and respect their choices. Leaders recognise that further opportunities for children to contribute to discussions about routines and expectations would support greater independence and responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance and punctuality electronically. Sessions are booked in advance by parents, and leaders review attendance regularly, following up promptly with families if a child does not attend a booked session.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported effectively through attentive care and secure relationships with staff. Children settle quickly on arrival, and they feel safe and familiar with the adults caring for them. Staff provide reassurance and encouragement, particularly for younger or less-confident children, helping them to feel emotionally secure.

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Children's welfare and wellbeing Expected standard

Leaders ensure that risks are managed appropriately, particularly during active play. Staff carry out regular checks of indoor and outdoor areas and adapt activities when conditions change. During outdoor play, equipment such as balance planks and throwing games are used safely, with staff closely supervising and supporting children.

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Children's welfare and wellbeing Expected standard

Children are encouraged to develop independence and awareness of their own wellbeing. Staff remind children about personal care routines, such as using the toilet before going outside, and support these routines sensitively.

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Children's welfare and wellbeing Expected standard

Leaders understand the importance of supporting children to recognise and talk about their feelings, helping them to develop emotional understanding and resilience.

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Inclusion Expected standard

Leaders have created an inclusive environment where children are fully supported to take part in the life of the setting. Staff know children well and identify when children need additional help, particularly those with special educational needs and/or disabilities (SEND). For example, during outdoor play, staff ensure that all children, including those who were initially hesitant, are encouraged to join activities, such as throwing beanbags into colour- coded buckets.

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Inclusion Expected standard

Leaders work closely with parents and, where appropriate, schools to gather information before children attend. This helps staff to understand children's individual needs and plan appropriate support. Staff benefit from training that strengthens their understanding of the graduated approach, enabling them to assess children's needs, put targeted support in place and review progress over time.

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Inclusion Expected standard

Staff adapt activities and routines so that children of different ages and abilities can join in together. Children with SEND benefit from consistent adult support and the use of tailored resources, which helps them to feel secure and included. For example, staff use specialist seating to support posture and repeat key words during play to encourage communication. This helps children to engage confidently alongside their peers and take part in group activities.

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Inclusion Expected standard

Leaders monitor how well support is working through regular communication with families and by observing children's engagement and confidence over time. Leaders recognise the importance of further strengthening how they evaluate the impact of additional support to inform future planning and reduce barriers to learning.

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Leadership and governance Expected standard

Leaders understand the setting's context well and have responded appropriately to recent changes in management by introducing clearer structures and routines. Leaders have clarified roles and expectations, which supports an organised start to sessions and smooth transitions between activities.

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Leadership and governance Expected standard

Leaders value the views of parents and children and use this feedback to inform decisions. Parents describe positive experiences, including improvements following discussions with leaders about children's initial reluctance to attend. Parents also highlight the clear face-to- face handovers at the end of sessions and praise staff for being approachable and responsive when concerns are raised. This helps to build trust and supports strong partnerships with families.

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Leadership and governance Expected standard

Leaders also gather children's views through conversations, which has led to changes such as introducing new activities based on children's interests.

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Leadership and governance Expected standard

Staff are supported through clear communication, guidance and training. Leaders share expectations with staff before sessions and reinforce these through professional development and team discussions. As the setting continues to grow, leaders recognise the importance of effective strategic planning, ensuring that staffing, training and systems continue to meet children's needs consistently.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children enjoy attending this welcoming and inclusive club, where they feel safe, valued and confident to take part. They arrive settled and ready to engage, supported by familiar routines and positive relationships with staff.

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Address:

Elmley Castle C Of E First School Main Street, Elmley Castle Children benefit from a balance of physical activity, creative experiences and opportunities to make choices about how they spend their time after a school day, which reflects leaders' understanding of children's wellbeing and interests. Children learn to get along with others through shared activities that encourage turn-taking, cooperation and kindness.

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Address:

Staff adapt activities so that children of different ages and abilities can join in, which includes those with special educational needs and/or disabilities. Children who need additional support benefit from consistent adult help, which helps them to feel secure and included. As a result, children develop confidence, independence and positive social skills. They enjoy their time at the setting, feel a sense of belonging and benefit from experiences that support their physical development, emotional wellbeing and readiness for their next steps.

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Next steps

Leaders should strengthen how they evaluate the impact of additional support for children with special educational needs and/or disabilities, using this information more precisely to inform planning and adaptations. Leaders should increase opportunities for children to contribute to discussions about routines and expectations to further develop their independence and responsibility.

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About this inspection

The inspector spoke with leaders, staff, parents and carers, and children during the inspection.

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About this inspection

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. Pershore WR10 3HS Type: Childcare on non-domestic premises

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About this inspection

Registered person: Little Big Learners Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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