Little Willows Day Nursery

Little Willows Day Nursery

Unique reference number (URN): EY413022 Address: Little Willows Day Nursery, Powlett Road, BATH, BA2 6QH Type: Childcare on non-domestic premises Registered with Ofsted: 30/06/2010 Registers: EYR, CCR Registered person: Little Willows Day Nursery Limited

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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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Achievement Expected standard

Children make progress from their starting points because they secure the foundational knowledge they need for later learning. Their communication and language typically develops well across the setting. Babies use simple signs, such as 'thank you', while older children confidently share their views when voting for songs. Children's imaginations and creativity flourish. For example, they transform a strip of card into a monster's tail during their play.

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Achievement Expected standard

Children grow in independence and confidence as they master age-appropriate skills. Toddlers begin fastening their own shoes, and older children manage zips with minimal support. Across the setting, children make choices about their play and routines, developing a sense of autonomy. Disadvantaged children and those with special educational needs and/or disabilities make secure progress because staff know them well and adapt support effectively. Children are well prepared for changes, including the move to school, through stories, role play and opportunities to meet new teachers.

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Children's welfare and wellbeing Expected standard

Babies and children benefit from care practices that are closely matched to their individual needs. Staff use detailed information gathered during the settling-in process to ensure that babies' home routines are understood and followed. This helps babies to feel secure and settle quickly. Staff manage sleep routines safely. Babies rest on sleep mats or in the cot room, while attentive staff check on them regularly.

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Children's welfare and wellbeing Expected standard

Across the setting, children develop a growing understanding of how to keep themselves safe. Staff offer clear and age-appropriate explanations, such as reminding children of the risks of wrapping paper around their necks. Children respond promptly, showing increasing awareness of personal safety. Staff purposefully support children's emotional wellbeing. Toddlers use simple visual cards to express their feelings and seek reassurance, while older children confidently share their emotions during circle time, using more complex prompts where needed. Staff respond sensitively, helping children to recognise, express and manage their emotions.

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Children's welfare and wellbeing Expected standard

Staff are attentive to children's care needs and meet these swiftly. However, while most routines are effective, some, such as moving babies from outdoors to indoors, are not yet well organised. During these times, supervision can lapse, meaning children are not consistently supported. Strengthening these changeovers would ensure children's welfare is upheld at all times.

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Curriculum and teaching Expected standard

Leaders have a clear vision for the curriculum. They have acted swiftly to strengthen its design and delivery. Leaders prioritise staff development, ensuring that staff build their knowledge and expertise. This is beginning to bring greater consistency to teaching across the setting. Typically, staff are purposeful in developing children's early language and communication skills. They repeat back key words, model new vocabulary and narrate children's play to support understanding. Staff embed children's mathematical learning thoughtfully throughout the curriculum. Children count confidently during hide and seek games. Toddlers develop an early sense of time through the use of 'now' and 'next' boards.

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Curriculum and teaching Expected standard

Staff know children well and adapt teaching to suit their needs. In the toddler room, for example, staff combine colour matching activities with the use of hammers and golf tees to strengthen children's colour knowledge and their fine motor control. Staff prioritise children's physical development. They encourage babies to climb and pull themselves up on soft-play blocks, while older children practise navigating space during energetic play. Staff also support children's personal and social development, such as by adapting arrival routines to help them separate confidently from their parents and carers.

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Curriculum and teaching Expected standard

Children develop a love of literacy, choosing books independently and sharing them with enthusiasm. However, sometimes older children's talk is limited as staff use closed questioning. This means that the support for children's communication is not yet consistent across the setting.

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Inclusion Expected standard

Leaders have created an inclusive culture, where children are known, valued and celebrated as individuals. Staff pay close attention to children's likes, dislikes and changing circumstances, such as the arrival of a new sibling. They respond proactively to potential barriers to children's learning. For example, leaders work with families to adjust routines, including collection arrangements, so that children feel secure and ready to learn.

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Inclusion Expected standard

Children's needs are identified early and assessed with care. This includes close monitoring of children, who show emerging gaps in their movement or physical development. Staff ensure that their early observations contribute to cohesive oversight of children's individual needs. Leaders track children's progress closely and take timely action when concerns arise. Children access specialist support from external agencies when needed, helping them to make progress.

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Inclusion Expected standard

Leaders use funding thoughtfully to reduce barriers for disadvantaged children. They evaluate its impact carefully in regular reviews. Staff benefit from targeted training that strengthens inclusive practice. Recent training in Makaton is enhancing children's developing communication skills, while story massage techniques are helping children learn to manage their emotions. Leaders work effectively with families and professionals to shape children's support and ensure that those known to children's social care are well supported to thrive.

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Leadership and governance Expected standard

Leaders demonstrate a clear commitment to improving the quality of education and care. They have made swift and effective changes since the last inspection. Their clear focus on staff development and training has led to sustained improvements in practice across the setting. Leaders now have systems in place to supervise staff regularly with one-to-one meetings and observations of practice, which is further supporting their development.

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Needs attention

Leaders have an accurate understanding of the setting's strengths and the areas where weaknesses remain and they have well considered plans in place to address these, although they had not all been in place for long enough for the impact to show. Their decision-making consistently reflects the best interests of all children, including those who are disadvantaged or with special educational needs and/or disabilities.

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Needs attention

Staff feel well supported and they value the investment leaders make in their professional growth, such as opportunities to gain further qualifications. This contributes to a positive culture, where staff morale is high and workload is managed thoughtfully. Parents and carers speak positively about the setting's family atmosphere and appreciate the regular communication they receive. They particularly value the home learning links that help them support their children's development beyond the setting.

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Behaviour, attitudes and establishing routines Needs attention

Routines are not consistently well established. Transitions between activities take too long and lead to significant periods of children waiting. During these times, children lose focus, become distracted and are not always well supervised, which increases the risk of accidents. These weaknesses mean that children's attitudes to learning and their sense of security are not supported well at these times, although they are safe.

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Behaviour, attitudes and establishing routines Needs attention

Children benefit from warm and respectful relationships with staff, who model kindness consistently. As a result, children collaborate well and show care for one another. For example, when playing with cars, staff gently highlight when some children have none and encourage fair sharing, praising children when they respond positively. Children also work together with enthusiasm, such as when tidying long pieces of train track and celebrating each other's efforts. Staff embed positive manners across the setting, from babies signing 'thank you' to older children speaking politely to staff and peers. Leaders monitor children's attendance carefully and encourage punctuality.

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Behaviour, attitudes and establishing routines Needs attention

Staff respond swiftly and calmly, when there are incidents of poor behaviour. They explain expectations clearly, helping children to understand why rules matter. For example, staff remind children that pencils are for paper so the environment is kept safe and cared for. Staff consider children's age and stage when offering guidance, ensuring that their expectations remain appropriate.

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

Staff know children well and adapt activities so that all can participate. However, routine transitions, such as preparing for lunch or getting ready to go outdoors, are not well managed. These moments lead to a significant loss of learning time and can result in less effective supervision. Leaders understand this weakness and have clear plans to improve these daily routines.

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

Children grow in confidence and security in this welcoming setting. From the earliest stages, babies seek comfort from familiar adults. They form secure bonds that help them feel safe and ready to explore. Children enjoy a clear sense of belonging. They participate with peers and staff in imaginative role play, such as when pouring and sipping tea together. In the pre- school room, children participate in whole-group role play in which they join a 'flight' to the beach, contributing to the growing narrative with enthusiasm.

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

Children enjoy positive and playful relationships with staff. For example, children squeal with delight as they are chased and hide from 'the big bad wolf', played by a member of staff. This playful engagement is characteristic across the setting. Children benefit from rich experiences that connect them with the wider community. Staff use regular visits to the local theatre, library and park to broaden children's understanding of the world and deepen their curiosity. These meaningful encounters help children to develop a sense of place and build the knowledge they need for future learning.

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

Since the last inspection, leaders have strengthened the curriculum. Their work has resulted in a purposeful learning environment, where children enjoy their learning and achieve well.

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Address:

Little Willows Day Nursery Powlett Road BATH BA2 6QH The alignment of provision across rooms ensures that children, including those who are disadvantaged or with special educational needs and/or disabilities, experience continuity as they move through the setting. Children benefit from varied opportunities that extend their thinking. For example, children develop their understanding of cause and effect. They squeeze conditioner into flour to create their own cloud dough with staff, exploring the changing texture with fascination.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure that staff manage all transition times appropriately so that supervision is always effective and valuable learning time is not lost 30/05/2026

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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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Little Willows Day Nursery Limited

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About this inspection

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

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About this inspection

Local authority: Bath and North East Somerset Council

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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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