Little Robins Nursery

Little Robins Nursery

Unique reference number (URN): 2854602 Address: Methodist Church, Hampshire Avenue, Slough, SL1 3AQ Type: Childcare on non-domestic premises Registered with Ofsted: 26/08/2025 Registers: EYR Registered person: Little Robins Nursery Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. Leaders have not ensured that all staff receive appropriate safeguarding training as defined in the Statutory framework for the early years foundation stage. Staff's safeguarding knowledge is weak. They do not understand the signs and symptoms that may indicate a child is at risk of abuse or harm. This does not ensure they would respond appropriately to such signs to safeguard children in a timely manner. Leaders have not ensured staff understand the settings whistleblowing policy. Staff do not know how to share concerns about colleagues or poor practice that may mean children are not safe. Additionally, leaders do not ensure staff receive pertinent information about children when there are ongoing safeguarding concerns. This does not safeguard children effectively. Leaders do not have robust systems in place to verify the suitability of staff, while

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Safeguarding standards not met

some checks have been completed these are not well documented or accessible. This does not ensure those caring for children are suitable to do so.

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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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Achievement Urgent improvement

Children do not achieve well from their individual starting points. This includes those with special educational needs and/or disabilities or those who face other barriers to learning. They do not gain the skills they need to be confident learners or to develop positive attitudes to learning. For example, children wander around lacking purpose or the desire to play and learn. As a result, gaps in learning do not close swiftly enough.

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Achievement Urgent improvement

Children's development of listening and attention skills are limited and do not meet the expected levels of development. Some children's speech and language development is poor. Some children enjoy listening to stories and action rhymes and can name animals in a book about zoos. Overall, children do not progress effectively or acquire the knowledge and skills they need to be ready for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Urgent improvement

Staff do not support children to develop positive attitudes to learning. Weaknesses in the curriculum and the quality of interactions mean children lack interest and engagement. Children wander aimlessly around. Staff do not understand the importance of explaining activities or expectations to children to support them to engage. On occasion, children become unsettled because they are bored or do not understand the setting's routines. Leaders and staff do not manage these situations well. However, when children show some attempts to learn, staff praise them highly and children smile. Some children choose to play alongside their peers, but many play alone. Leaders and staff do not understand how to manage children's behaviours and do not support children to be aware of their expectations. Children, therefore, do not always behave appropriately.

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Behaviour, attitudes and establishing routines Urgent improvement

The key-person systems are not fully effective in supporting children's individual needs. Leaders and staff do not know the children in their care well enough, for instance whether they speak English as an additional language. Leaders do not share relevant information to enable staff to fully support children. Staff are not aware of key information, such as when children have attended another setting previously or lived abroad. Although, staff and children demonstrate respectful relationships towards each other, they do not form close bonds.

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Behaviour, attitudes and establishing routines Urgent improvement

Leaders discuss the importance of punctuality and attendance with parents, although this is not always successfully received, as children often arrive late. This does not promote the development of suitable routines for future learning.

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Children's welfare and wellbeing Urgent improvement

There are a high number of breaches to statutory requirements, which impact negatively on children's welfare and wellbeing. Leaders have not ensured that there is a separate baby room for children under the age of 2 years and that at least half of all staff caring for them have received training that specifically addresses the care of babies. This does not ensure young children and babies have a suitable and safe space to play and learn and that those that care for them understand how to meet their specific needs. This has a detrimental affect on their care and ability to thrive. Leaders do not ensure staff have the relevant knowledge and skills to help children express and manage their emotions. This has a negative impact on children's wellbeing.

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Children's welfare and wellbeing Urgent improvement

Leaders have a poor understanding of risk. There have been incidents where children have been exposed to known allergens. The required care plans are not in place for children with allergies. This does not ensure staff can respond appropriately to any exposures or reactions to keep children safe. The facilities for the provision and storage of food are unhygienic and in a poor state of repair. Leaders do not ensure the premises on which children are cared for are secure. At times, the front doors and gates are wide open and also the side fire exit door could be opened by members of the public from the outside. These factors combined, significantly compromise children's safety.

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Curriculum and teaching Urgent improvement

Throughout the setting, the curriculum is poor and teaching is weak. This results in a lack of engagement by children and staff. Leaders have not designed a suitable curriculum that meets all the learning and development requirements of the early years foundation stage. This does not meet the needs of children or ensure they make effective progress in learning, particularly where they face barriers to learning. The curriculum is not designed to build knowledge, skills and learning over time in a coherent way. Leaders do not recognise weaknesses in the quality of their curriculum or of their own and staff's teaching. They do not have the knowledge and skills to address these weaknesses to provide effective teaching for children. Leaders and staff do not use effective methods to assess children's development and, as such, do not understand if children are making progress.

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Curriculum and teaching Urgent improvement

Although leaders and staff talk to children, their interactions are not effective in building children's communication skills or vocabulary well enough. Most children walk around aimlessly and without any purposeful learning or interactions. Staff encourage all children to engage in a simple group time, with some songs and a story. Activities are not effectively adapted for different ages and stages to meet all children's needs. For example, staff use complex numbers with very young children, which does not meet their stage of learning. Leaders and staff do not ensure children have planned opportunities to be physically active and develop their large and small muscles. Although, children are generally happy and settled, leaders and staff do not have effective plans in place to support their personal, social and emotional skills further.

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Inclusion Urgent improvement

Leaders do not ensure there are suitable arrangements in place to support children with special educational needs and/or disabilities (SEND). They do not understand their responsibilities under the SEND code of practice. The systems to identify children who have barriers to, or emerging gaps in, their learning are ineffective. There are no strategies in place to provide targeted support for these children to help them make suitable progress or reach their full potential. Leaders have no effective systems in place to monitor the progress of children to ensure this meets expectations. There are significant weaknesses in the arrangements to obtain, and appropriately use, additional funding for eligible children.

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Inclusion Urgent improvement

Leaders have not fulfilled their responsibility to identify a suitable staff member to take the lead for SEND to ensure children receive the help and support they need and to liaise with other professionals. Leaders and staff have not received relevant training to implement a graduated approach to help them understand how best to support children with SEND. Staff do not understand the needs of these children well enough to ensure they receive the additional attention and support they need to reach their full potential.

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Leadership and governance Urgent improvement

Leaders demonstrate a poor ability to ensure statutory requirements are met and this has not been sustained since registration. Leaders have failed to notify Ofsted of significant incidents that could affect the safety of staff and children. Some of the breaches identified relate to the concerns that triggered the inspection.

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Leadership and governance Urgent improvement

Leaders have a basic understanding of the strengths of the setting, such as partnership with parents, and have identified some areas for improvement. However, leaders do not have the capacity to ensure these improvements are made or the knowledge and skills to support their staff to improve. The decisions taken do not focus on the best interests of children, including those with special educational needs and/or disabilities. Staff do not receive the induction, coaching or support they need to carry out their roles effectively and to meet children's individual needs. They have not accessed any suitable training since starting work at the setting. Less-experienced staff attempt to lead routines and practice. However, they do not receive effective guidance from qualified and experienced staff to develop their teaching practice and to ensure children are safe. Leaders have not ensured there is a named deputy who, in their judgement, is capable and qualified to take charge in the

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Leadership and governance Urgent improvement

Leaders do not maintain all the required records. Any records that are in place are disorganised and not accessible. For example, there is no daily record of the names of the children being cared for on the premises, their hours of attendance and the names of each child's key person available for inspection. Similarly, records in relation to incidents and first aid are not maintained appropriately. It is unclear what action was taken and if information has been shared with parents, as required.

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

Breaches to the early years foundation stage statutory requirements, including safeguarding, significantly impact on children's wellbeing and learning. Children are cared for in an unsafe and disorderly environment that does not meet their needs. Leaders do not meet the needs of all children, including those who are disadvantaged and those who face barriers to their learning and/or wellbeing. Children do not make effective progress from their starting points and are not prepared well enough for the next steps in their learning, such as school. Leaders do not fully understand children's individual needs and where they might have special educational needs and/or disabilities or be eligible for additional funding. They do not gather sufficient information on entry around children's needs, particularly those who are disadvantaged and those who face barriers to learning.

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

Overall, children arrive happily for their day and settle with staff support. However, they often wander around aimlessly and do not engage in any meaningful play or learning. Staff do not understand how to engage children effectively or support their ongoing learning and leaders do not provide effective support to make this happen. While children are capable of doing things independently, such as managing their coats, staff do not consistently promote this. This does not fully support children to develop the self-care skills they are capable of. Leaders and staff do not understand well enough what children can do when they start, to be able to build on this and ensure they make effective progress. Leaders have not ensured that staff have the skills and knowledge to ensure children thrive and achieve.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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key person

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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About this inspection

The inspectors spoke with leaders, practitioners, parents 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.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

Methodist Church Hampshire Avenue Slough SL1 3AQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Robins Nursery Limited

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Address:

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

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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

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