Little Peoples Nursery

Little Peoples Nursery

Unique reference number (URN): EY410617 Address: 174 Havant Road, Drayton, PORTSMOUTH, PO6 2EH Type: Childcare on non-domestic premises Registered with Ofsted: 23/06/2010 Registers: EYR, CCR, VCR Registered person: Little Peoples Nursery (Portsmouth) 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 Strong standard

Children understand what is expected of them and, as a result, demonstrate consistently positive behaviour. They listen well and show kindness towards their peers and practitioners, for example bringing a cushion to a practitioner who is kneeling on the floor. Children confidently share resources, take turns and wait patiently during games and activities, reflecting strong social skills and emotional maturity.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners model respectful, courteous behaviour, which supports children in developing equally good manners. This is evident when children say 'please' and 'thank you' and even offer a polite 'bless you', when a practitioner sneezes. These interactions contribute to a nurturing environment where children feel valued, respected and secure.

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Behaviour, attitudes and establishing routines Strong standard

Leaders regularly evaluate practice to ensure that children gain the most from their time at nursery. For example, they identified that children were waiting too long while the whole group prepared to go outside. In response, practitioners now take smaller groups out, reducing waiting times and improving the flow of routines. This also creates smaller groups indoors, enabling children to engage more meaningfully in activities, such as board games, sensory play and other focused experiences that support their wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is good, supported by an online learning journal that enables effective two-way communication with parents and allows leaders to follow up promptly on any unexplained absences. This strengthens safeguarding practice and ensures that children's welfare remains a priority through consistent, timely contact with families.

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Achievement Expected standard

Generally, children achieve well from their starting points. Gaps in all children's learning are closing consistently. Children gain the knowledge and skills they need across all areas of learning. They show increasing independence, curiosity and resilience and are well prepared for their next stage of development.

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Achievement Expected standard

Children learn new concepts quickly. For example, during a cooking activity, children confidently used a grater and explained why they need to be careful not to grate their fingers, demonstrating secure understanding and the ability to apply new learning.

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Achievement Expected standard

Children learn a wide vocabulary. For example they gain new words while playing with water, such as 'splash', 'pour', 'bubbles', 'foam', 'clean' and 'wet', supporting progress in communication and language. All children, including those needing additional support, generally make steady progress. Children transition well between groups, ensuring smooth progression to their next stage of learning. All children gain skills that will prepare them for their move to school, and strong links with local schools supports their transition.

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Children's welfare and wellbeing Expected standard

Practitioners show consistent respect for children's dignity and autonomy, seeking permission before carrying out care routines, such as changing nappies or wiping noses. This sensitive approach helps children feel valued, secure and in control of their own bodies.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of how to look after their bodies. Practitioners typically support children to build positive attitudes towards health, hygiene and physical development. Before taking part in an obstacle course, children warm up their muscles and talk confidently about how exercise affects their bodies. In pre-school, practitioners extend this learning by discussing healthy eating and teach children to recognise which foods help them grow, feel strong and stay healthy.

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Children's welfare and wellbeing Expected standard

Children learn about the importance of care routines that keep them safe and well. They wash their hands to remove germs before cooking activities, showing an early awareness of hygiene and self-care. During water play, children practise brushing dolls' teeth, helping them understand the importance of good dental hygiene in a meaningful, age-appropriate way.

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Children's welfare and wellbeing Expected standard

Practitioners use stories effectively to help children recognise and regulate their emotions. Each day, children are encouraged to identify and express how they are feeling by linking their emotions to a familiar story and placing their chosen feeling into the corresponding jar. This simple, consistent routine supports children in building emotional literacy and developing early strategies for understanding and managing their own feelings.

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Curriculum and teaching Expected standard

A love of books is evident throughout the setting and underpins the curriculum's strong focus on language development. Children enjoy frequent opportunities to engage in high-quality interactions with practitioners and to share stories with their peers. They listen with enthusiasm and join in with familiar refrains, such as 'We're not scared', during 'We're Going on a Bear Hunt', read expressively by a skilled practitioner. These experiences build children's vocabulary, comprehension and confidence as communicators.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of teaching and regularly observe practice to celebrate strengths and identify areas for improvement. Teaching is generally effective, although less-experienced staff are less consistent in extending children's learning, for example, by counting blocks during construction play or discussing healthy choices at snack time.

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Curriculum and teaching Expected standard

Skilled practitioners lead small-group mathematical sessions where older children explore shape, size and measure using scales. They compare shapes, discuss which are heavier or lighter and consider how to balance the scales, promoting deep mathematical thinking. Practitioners have a secure knowledge of the early years foundation stage, and children make steady progress. The curriculum also places strong emphasis on children's personal, social and emotional development, supporting them to build friendships, develop resilience and manage their feelings. Staff know their key children well and use assessment effectively to plan next steps.

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Inclusion Expected standard

Regular assessment enables practitioners to identify any gaps in their key children's learning and development at an early stage. However, there are occasions where early intervention could be implemented more promptly to maximise children's progress and ensure that support is provided at the earliest opportunity.

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Inclusion Expected standard

Leaders use additional funding effectively to enhance children's development and remove barriers to learning. This includes reducing staff-to-child ratios and purchasing equipment for sensory circuits, as well as calming toys and resources for the sensory room. These enhancements help children regulate their emotions, develop attention skills and access learning more successfully throughout the day.

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Inclusion Expected standard

Leaders monitor staff's practice closely and identify where there may be gaps in practitioners' knowledge. They arrange targeted training, such as qualifications in working with children with special educational needs and/or disabilities (SEND), to strengthen staff's confidence and expertise, ensuring that practice remains current and responsive to children's needs. Practitioners have also recently joined an online Makaton course to support children with speech and language delay and to promote inclusive communication across the setting.

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Inclusion Expected standard

This commitment to ongoing professional development ensures that children, including those with emerging or identified SEND, receive high-quality, well-informed support that enables them to make meaningful progress.

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Leadership and governance Expected standard

Parents and carers speak highly of the leaders and practitioners, particularly valuing the warm relationships and the meaningful home-learning activities that extend children's learning beyond the nursery.

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Leadership and governance Expected standard

Leaders are committed to improving outcomes for all children and have recently developed a staff development plan. Through regular observations, supervisions and reflective discussions, leaders identify where staff would benefit from additional training. This has led to targeted professional development, including special educational needs coordinator training and Makaton courses, ensuring that staff are better equipped to support children with emerging communication and learning needs.

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Leadership and governance Expected standard

Staff's wellbeing is prioritised and embedded within the culture of the nursery. Leaders maintain an open-door approach and are a visible, supportive presence throughout the day. Monthly supervisions and informal wellbeing checks enable leaders to notice when staff may need additional support, allowing timely intervention. Workload is reviewed regularly, with leaders actively seeking ways to reduce pressure and improve staff's experience. A dedicated staff space provides a calm area for breaks and reflection, complemented by wellbeing baskets and vouchers when needed. Staff benefit from personalised development plans, including tailored support for team members who may feel less confident with digital systems. This inclusive approach builds confidence, strengthens practice and ensures that staff feel valued and supported.

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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 arrive at nursery happy, confident and ready to learn. They separate from their parents and carers with ease, supported by practitioners who warmly welcome their key children at the door. This consistent, nurturing greeting ensures that every child feels recognised, valued and secure from the moment they enter. Independence is encouraged straight away; children hang up their coats, change into their slippers and settle quickly into the routine. Strong attendance further supports their sense of belonging and emotional security.

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

Once inside, children engage immediately with the thoughtfully planned activities on offer. They chat enthusiastically with peers and practitioners as they explore learning opportunities that reflect their interests and build on what they already know. Children in the toddler and pre-school rooms enjoy meaningful, real life experiences, such as preparing healthy muffins for their afternoon snack. Through this process, they learn about quantity, weight, colour, size, mixing, mashing and safely using a grater. They take turns and contribute to each stage, developing practical skills, confidence and social cooperation.

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

In the baby room, younger children investigate farm animals to support early language development. Practitioners introduce animal sounds before modelling single words, helping children progress from early vocalisations to developing vocabulary. Learning is enriched through edible textures representing soil, crops and animal feed, supporting sensory exploration and regulation.

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

Practitioners use visual cues and sensory resources to support children with emerging special educational needs and/or disabilities. These thoughtful adaptations ensure that every child can access the curriculum, participate fully and make meaningful progress.

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Next steps

Leaders should take further steps to ensure that early interventions for children with emerging speech and language delays are identified and implemented sooner, enabling timely support and improved long term outcomes. Leaders should create further opportunities for less-confident staff to develop their teaching skills, ensuring that they receive targeted support, coaching and modelling so that practice becomes consistently strong across the team.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, designated safeguarding officer, children and parents 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

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Address:

174 Havant Road Drayton PORTSMOUTH PO6 2EH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Peoples Nursery (Portsmouth) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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