Little Gems Anstey

Little Gems Anstey

Unique reference number (URN): 2770426 Address: St Mary's Church Rooms, Church Lane, Leicester, Leicester, LE7 7AF Type: Childcare on non-domestic premises Registered with Ofsted: 27/12/2023 Registers: EYR, CCR, VCR Registered person: Carroll, Gemma

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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 Strong standard

Children make rapid and sustained progress from their starting points across the areas of learning, particularly in communication and language. They develop a secure and increasing vocabulary, confidently joining in with stories, conversations and play. Children who speak English as an additional language build their understanding effectively alongside their peers and use language with growing confidence.

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Achievement Strong standard

Children with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care make clear and measurable progress due to targeted support and well-chosen resources. For example, children develop greater emotional control through access to calming spaces and strategies, enabling them to engage more fully in learning.

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Achievement Strong standard

Children show high levels of engagement and independence. They explore, persist and apply skills across different experiences, including early mathematics and physical play. They are well prepared for their next stage. Thoughtful transition arrangements, including visits to schools and opportunities to meet teachers, ensure children move on with confidence, resilience and the skills needed for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a positive environment with clear and consistent expectations for behaviour. Staff model kindness, respect and calm communication, which children reflect in their interactions. For example, children imitate polite conversations during play and respond positively to guidance such as reminders to walk safely and care for their environment.

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Behaviour, attitudes and establishing routines Strong standard

Children build warm, trusting relationships with staff and confidently seek support from their key person. Staff support children to collaborate and resolve conflicts effectively. For instance, staff guide children through disagreements, helping them to share, take turns and understand each other's feelings. As a result, children play cooperatively, show consideration for one another and develop secure social skills.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and understood. Children respond promptly to cues, such as stopping and raising their hands when a bell rings, before working together to tidy up. Group times are purposeful, with children greeting each other, discussing emotions and joining in familiar songs, which supports their sense of belonging and emotional development.

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Behaviour, attitudes and establishing routines Strong standard

Leaders prioritise attendance and punctuality. They monitor patterns closely, particularly for children known to social care, and work with families and external agencies to improve consistency. Staff consider children's individual needs and adapt expectations appropriately, ensuring all children engage positively and develop confident attitudes to learning.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing by creating a safe, welcoming and inclusive environment where all children feel secure and valued. Care practices meet children's individual needs effectively, including those with special educational needs and/or disabilities, those who are disadvantaged and those known to children's social care. Staff adapt routines and provide additional support where needed, ensuring all children can access care and learning consistently.

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Children's welfare and wellbeing Strong standard

Children form secure, trusting relationships with staff, who interact warmly and respond sensitively to their needs. Children seek comfort when needed and engage confidently in play, reflecting their emotional security. Staff support children to recognise and manage their emotions using tools such as emotion fans and through regular, meaningful conversations about feelings and how to respond to them.

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Children's welfare and wellbeing Strong standard

Children develop a clear understanding of health, safety and wellbeing. Staff promote personal safety during play and support children to understand risks through discussion and guidance. Hygiene routines are well embedded, with children independently washing hands and managing aspects of their personal care, building confidence and independence.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted thoroughly. Children make choices about food, serve themselves and learn about nutrition, for example how milk supports strong bones. Daily opportunities for physical play and fine motor activities further support children's overall health and development.

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Curriculum and teaching Strong standard

Leaders have a clear and accurate understanding of the curriculum and teaching. They design a broad, balanced and well-sequenced curriculum that meets the requirements of the early years foundation stage and builds children's knowledge over time. The curriculum flows coherently, with staff weaving previous learning into current experiences. For example, children revisit their knowledge of flowers through painting and discussion about colours.

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Curriculum and teaching Strong standard

Staff use assessment effectively to identify what children know and any gaps in learning. They use a tracking system to tailor teaching to children's starting points, including disadvantaged children and those with special educational needs and/or disabilities. Targeted group sessions support communication and language; for example small-group bubble play encourages children to practise early sounds in a calm, focused environment.

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Curriculum and teaching Strong standard

Practitioners prioritise communication and language across all areas. They read stories expressively, encourage children to join in with familiar words and create rich conversations, such as discussions about climates, animals and food. Staff consistently model language and extend vocabulary during play and routines.

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Curriculum and teaching Strong standard

The curriculum promotes physical, personal, social and emotional development well. Children develop physical skills through movement games, outdoor play and sensory activities. Staff join children's play purposefully, modelling language and interactions, such as in role play or number-based telephone games, embedding early mathematics and communication within meaningful experiences.

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Inclusion Strong standard

Leaders and staff create a highly inclusive culture where they identify children's needs quickly and accurately. Leaders responsible for special educational needs and/or disabilities (SEND) take a proactive approach, securing early referrals and engaging external professionals promptly. For example, recent involvement from the local authority has led to clear, rapid progress in children's engagement and participation in routines. Staff recognise and celebrate small but significant steps, which motivates children and builds their confidence.

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Inclusion Strong standard

Leaders take decisive action to reduce barriers to learning and wellbeing. Staff implement well-considered adaptations and targeted strategies, such as structured one-to-one support, use of signing and carefully planned emotional regulation approaches. This includes supporting mindfulness and teaching breathing techniques. These strategies are embedded consistently and help children develop independence, communication and emotional control.

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Inclusion Strong standard

Leaders monitor children's progress closely through robust tracking systems and regularly review the impact of support. Leaders responsible for SEND use detailed knowledge of each child to create precise, targeted plans, ensuring teaching focuses on next steps and closes gaps effectively.

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Inclusion Strong standard

Leaders prioritise staff development and actively seek expert advice from the local authority, educational psychologists and the inclusion team. Staff implement this guidance consistently, strengthening practice and improving outcomes. Leaders use funding, including the early years pupil premium, thoughtfully to enhance experiences, for example to support community visits that promote communication development. Strong partnerships with families and social care ensure children receive coordinated, effective support and that they make sustained progress.

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Leadership and governance Strong standard

Leaders and those responsible for governance demonstrate a clear commitment to meeting the requirements of the early years foundation stage and improving outcomes for all children. They have an accurate understanding of the setting's strengths and areas for development and take decisive action to secure improvement. For example, they promote open-ended play through natural resources and have identified further work around healthy eating and oral health, already taking steps to strengthen practice through parent engagement and curriculum enhancements.

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Leadership and governance Strong standard

Leaders make decisions that prioritise children's best interests, particularly for those with special educational needs and/or disabilities and those facing barriers to their learning and/or wellbeing. They implement targeted approaches, such as communication and language groupings, and maintain strong key-person relationships to support development and wellbeing. Leaders prioritise staff wellbeing and development through regular supervision and open dialogue. They identify training needs and provide opportunities for professional growth, including specialist training in communication, safeguarding and special educational needs. This strengthens the quality of teaching and care.

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Leadership and governance Strong standard

Leaders build effective partnerships with parents and external agencies. They respond to feedback, for example introducing stay-and-play sessions, and provide guidance on supporting children at home. Well-planned transitions and strong links with local schools ensure children and families feel prepared 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 enjoy their time in this inclusive and nurturing setting. They arrive happily and settle quickly into a calm, welcoming environment where they feel safe, secure and valued. Warm, meaningful interactions support their emotional wellbeing. Children seek reassurance when needed and confidently return to play, demonstrating strong attachments and trust in staff.

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

Children spend extensive time outdoors, exploring woodland areas, using natural resources and taking part in sports and dance sessions. They show high levels of curiosity and enjoyment as they dig, build, balance, climb and investigate. They listen carefully to guidance and demonstrate a clear understanding of how to keep themselves safe, for example when using tools or moving through the outdoor environment.

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

Children achieve well as they engage deeply in meaningful play. They talk confidently about their learning, recalling stories, joining in with songs and using vocabulary such as 'longer' and 'shorter' in context. They explore creatively through role play, construction and sensory activities, developing imagination and problem-solving skills.

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

Children belong because they build warm relationships with staff and peers. They play cooperatively, show kindness and include others, for example checking on friends and working together during play. All children, including those with special educational needs and/or disabilities and those facing barriers to their learning and/or wellbeing, access the same opportunities and make remarkable progress from their starting points.

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

Children thrive as they develop independence through routines such as serving food, managing belongings and self-care. Attendance is promoted thoroughly, with families supported to establish consistent routines. Families feel welcomed and involved, contributing to children's sense of security and continuity between home and the setting.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or previously known to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children during the inspection.

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Address:

St Mary's Church Rooms Church Lane Leicester Leicester LE7 7AF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00

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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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Age range of children at the time of 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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Age range of children at the time of inspection

A quality assurance visit by an early years senior officer was carried out at this 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

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

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