Little People Bramley

Little People Bramley

Unique reference number (URN): 2791638 Address: Little People Nursery, Lower Town Street, Bramley, LEEDS, LS13 3EN Type: Childcare on non-domestic premises Registered with Ofsted: 16/07/2024 Registers: EYR Registered person: Little People (Bramley) Limited

p.1

Safeguarding standards not met

The provider has not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. The provider does not ensure all staff have a clear knowledge and understanding of the policies and procedures to safeguard children and protect them from the risk of harm. For example, child protection concerns are not reported to the relevant agencies in line with the local authority reporting procedures. The provider does not take prompt action when concerns are raised about the conduct of staff. The provider has failed to report such concerns to the local authority designated officer in line with the setting's and local authority's allegation management procedures. This places children at risk of harm. The provider does not ensure sufficiently detailed information and records are kept when child protection concerns arise and allegations are made against staff. Some confidential information and record forms are not kept securely to ensure they

p.2

Safeguarding standards not met

are only available to those who require access to them. This does not help to ensure the safe and effective management of the setting and compromises children's welfare.

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Urgent improvement

All children, including those with barriers to their learning or those with special educational needs and/or disabilities, do not make progress across all areas of learning. They do not have opportunities to develop the knowledge and skills needed to support their future learning. For example, children do not learn how to manage their own personal safety and hygiene independently due to weaknesses in staff practice.

p.2

Achievement Urgent improvement

Children do not receive the targeted support that they need to develop their communication and language skills. Some children are left to walk around the setting aimlessly without any support or interactions from staff. Children who need additional support to develop their speech and language skills are not given opportunities to join in group discussions or share their ideas. Babies and younger children are not given the same opportunities to develop their vocabulary and have fewer interactions from staff as their more confident peers. Some children try to join in play with others, but staff fail to recognise and respond to this. This hinders the development of children's social skills and negatively impacts their confidence and emotional wellbeing.

p.2

Achievement Urgent improvement

Some children develop their physical skills as they play on trikes and 4-wheeled ride-along vehicles that staff provide for them. Children enjoy mark making using crayons and water spray bottles with help from staff. This helps to develop their hand–eye coordination and dexterity needed for later writing. However, not all children have these opportunities to learn due to variability in the implementation of the curriculum and weaknesses in some staff's practice.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

The provider does not ensure that all staff implement the setting's expectations of how to support children through effective care practices and daily routines. Although children's behaviour is not an issue in this setting, staff do not always act as positive role models through their interactions with children and each other. Staff do not act in ways that support and promote children's emotional wellbeing. For example, staff do not handle children with the care and respect that they need. This does not help children to feel safe and secure. Such poor practice does not support children to develop the knowledge and skills they need to develop positive relationships and attitudes to learning. The provider does not have effective systems in place to help identify weaknesses in staff practice and, therefore, has failed to address these issues.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

Children are provided with the support that they need as they separate from their parents and carers when they arrive for their session. However, due to inconsistencies in staff practice, they do not consistently receive the support that they need throughout the day. Some children are left to walk around the setting without support and interactions from staff. Consequently, children do not have opportunities to access activities and learning experiences that sustain their interest and keep them motivated and engaged in meaningful play.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

Leaders and staff work well with parents to promote the importance of regular attendance. They do this through having regular conversations and following up with families when a child does not arrive for their usual session. There are some opportunities for children to learn how to share, take turns and cooperate during their play. However, due to inconsistencies among the staff team and weaknesses in their practice, these opportunities are not available to all children.

p.3

Children's welfare and wellbeing Urgent improvement

The provider does not ensure that children's health, safety and wellbeing are prioritised. The provider does not ensure that staff have a clear understanding of how to keep children safe while eating. Children, including those who require additional support around mealtimes, are left unsupervised for extended periods of time while eating and do not remain seated. This has the potential to significantly compromise children's health and wellbeing if a choking incident occurred.

p.3

Children's welfare and wellbeing Urgent improvement

The provider does not ensure that all staff have a clear understanding of the latest government guidelines around safe sleeping. For example, staff place some babies down to sleep on their stomach and do not respond to them appropriately when they lift their head up. This significantly compromises children's safety.

p.3

Children's welfare and wellbeing Urgent improvement

Leaders do not take the necessary steps to prevent the spread of infection. They allow some children with infections to attend when they should not. In addition, staff do not follow robust hygiene procedures. For example, some staff wipe children's faces with dirty cloths that have been used to clean tables and the faces of other children who are infectious. This significantly compromises the health of children.

p.3

Children's welfare and wellbeing Urgent improvement

The provider does not ensure the premises remain clean and fit for purpose throughout the day. Risk assessments are not consistently carried out to ensure the premises remain safe and suitable. As a result, children fall over items and have accidents that could have been prevented.

p.4

Curriculum and teaching Urgent improvement

The provider does not have an effective system in place to ensure all staff consistently implement the setting's curriculum and children's individual learning plans in practice. Leaders do not monitor this aspect of staff's practice consistently and effectively enough. As a result, there is variability between children's learning experiences and the quality of teaching and learning overall. For example, staff do not consistently and effectively teach children how to manage their own safety and hygiene. Staff do not provide children who are less confident communicators with the same support to develop their communication and language skills as their more confident peers. Staff do not remain vigilant and aware of what children are doing. Staff leave children who face barriers to their learning for periods of time without sufficient support and interactions. Staff fail to recognise and do not always respond

p.4

Curriculum and teaching Urgent improvement

to children who make gestures and try to join in with group activities. This impacts children's self-esteem and motivation to learn as they walk away visibly upset.

p.4

Curriculum and teaching Urgent improvement

Leaders and staff are clear about what they want children to learn at each stage in their development and across all areas of learning. Children who face barriers to their learning or those with special educational needs and/or disabilities have individualised learning plans. Leaders and staff work in partnership with parents and external professionals to put these plans in place. However, these plans are not implemented effectively to ensure all children consistently receive the targeted support that they need. Consequently, all children do not make the progress of which they are able to.

p.4

Curriculum and teaching Urgent improvement

Conversely, some children enjoy accessing the activities on offer when staff interact and engage effectively with them. For example, some children enjoy listening to familiar stories that staff read to them. Younger children point to pictures and staff encourage them to make different animal sounds. Staff encourage older children to engage in back-and-forth discussions about the 'Jack and the Beanstalk' story. Staff develop children's mathematical skills as they encourage them to make comparisons of how tall the bean stalk has grown throughout the story. However, due to inconsistencies between staff practice, not all children have these opportunities to learn.

p.4

Inclusion Urgent improvement

Children who face barriers to their learning and those with special educational needs and/or disabilities (SEND) do not receive the tailored support that they need. For example, staff do not ensure that children who face barriers and require additional support and supervision at mealtimes receive the help and care that they need. They do not apply children's individual support plans in practice. For example, they do not ensure that children who require additional support remain seated and are always in sight and hearing while eating. This means that children who require additional support and/or have SEND do not receive the individual support that they need.

p.4

Inclusion Urgent improvement

Staff do not provide all children with equal opportunities to develop meaningful relationships with their peers, despite knowing about gaps in this aspect of their development. Children who are less confident communicators and require additional support with their speech and language development do not receive the same level of support as children who are more confident and forthcoming. As a result, children who face barriers to their learning and/or those with SEND do not make the level of progress that they are capable.

p.5

Inclusion Urgent improvement

Staff do not consistently and effectively apply children's individual learning plans in practice to ensure all children receive the individual support that they need. Leaders are not aware of these weaknesses in staff practice and have failed to take sufficient action to address these. Consequently, children with barriers to their learning and/or those with SEND do not receive the support that they need to help prepare them for their future learning. That said, leaders and staff assess children's learning to help identify any gaps in their development. They use their assessments to monitor and identify what children need to learn next. Leaders and staff plan activities and learning experiences that match the individual learning needs of children.

p.5

Leadership and governance Urgent improvement

The provider does not have a clear oversight of the operation of the setting. The provider does not ensure all leaders and staff are provided with effective supervision that fosters a culture of mutual support and promotes teamwork and continuous improvements. As a result, the provider has not identified or addressed significant weaknesses in how the setting is organised and staff practice. Staff do not receive the level of support, coaching and training that they need to fulfil their roles and responsibilities. This compromises children's health, safety, wellbeing and their learning and development.

p.5

Leadership and governance Urgent improvement

Breaches in the early years foundation stage statutory requirements compromise children's health, safety and wellbeing. For example, the provider does not ensure that all staff are clear about how to safeguard children and protect them from risk of harm. The provider does not take prompt action to implement the setting's whistleblowing procedures in practice when concerns are raised about the conduct of staff. They have failed to report child protection concerns and allegations about staff in line with the setting's and local authority's reporting procedures. The provider does not ensure safe sleeping and safer eating procedures are implemented in practice in line with government guidelines. Poor hygiene practices compromise children's health. Risk assessments are not completed to ensure the premises remain safe and suitable throughout the day. Sufficient information and records are not kept and maintained to ensure the safe and effective management of the setting.

p.5

Leadership and governance Urgent improvement

Information and records are not kept securely to ensure they are only available to those who require access to them.

p.5

Leadership and governance Urgent improvement

Although leaders and staff work with parents and external professionals to put individual learning plans in place for those who require additional support with their learning or those with special educational needs and/or disabilities, they do not implement these plans in practice. Consequently, children do not receive the targeted support and quality of education that they need to help prepare them for their future learning.

p.5

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

Children's safety and welfare are not given high enough priority. The provider does not ensure the setting's safeguarding policies and procedures are implemented in practice when child protection concerns arise. For example, they have failed to refer concerns about children's welfare to the relevant agencies. They do not follow the setting's and the local authority's whistleblowing and allegation management procedures when concerns arise about staff. This does not help to safeguard children and protect them from the risk of harm.

p.6

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

Children's health and wellbeing are not prioritised. The provider does not ensure staff follow the setting's hygiene practices to help minimise the spread of infection. They do not ensure children remain seated and are always supervised by staff while eating. The provider does not ensure staff follow safe sleeping practices to ensure children are placed down to sleep in accordance with government guidelines. They do not ensure staff implement the setting's risk assessments in practice to ensure the premises remain safe and suitable. These poor practice issues place children at the potential risk of harm.

p.6

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

Furthermore, information and records kept about children are not maintained to help ensure the safe and effective management of the setting. The provider does not ensure all record forms are kept confidentially and securely to ensure only those who require access to them can do so. This does not help to ensure the safe and effective management of the setting.

p.6

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

Children do not make the level of progress of which they are capable and are not well prepared for their future learning. The provider does not ensure all children, including those with barriers to their learning and special educational needs and/or disabilities, receive the individual support that they need. Although staff are aware of the targeted support children require, they do not provide them with the level of help and care that they need. Children do not learn how to manage their own safety and hygiene due to poor practice among the staff team.

p.6

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

Children's best interests are not considered by some staff. For example, some staff do not effectively interact with children. This has a negative impact on children's emotional wellbeing and sense of security. Children are not given consistent opportunities to help them build effective relationships with their peers. This limits the development of children's social skills. When staff do interact well with children, they enjoy playing games in the garden that help to develop their physical skills. Babies and younger children learn how to use climbing equipment and to throw and kick balls. Older children engage in group activities where they learn how to cooperate, share and take turns. However, these opportunities for learning are not consistently available to support all children's learning and development throughout their time at the setting.

p.6

Next steps

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

p.7

Next steps

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

p.7

Action Completion Date

ensure all staff are aware of the setting's whistleblowing procedures and feel able to raise concerns with senior leaders who will take these seriously 10/04/2026

p.7

Action Completion Date

ensure all staff understand the threshold for making referrals to the local safeguarding children partnership and how to make these 10/04/2026

p.7

Action Completion Date

provide staff with training to help them understand how to identify and respond to child protection concerns, including concerns raised about staff's practice 10/04/2026

p.7

Action Completion Date

ensure all staff are provided with effective supervisions that foster a culture of mutual support and promote teamwork and continuous improvements 10/04/2026

p.7

Action Completion Date

provide staff with training to ensure they understand the importance of children being seated at all times while eating 10/04/2026

p.7

Action Completion Date

implement effective routines at mealtimes to ensure children are adequately supervised and are always in sight and hearing of staff while eating 10/04/2026

p.7

Action Completion Date

ensure children receive the targeted support that they need and their care needs are met 10/04/2026

p.7

Action Completion Date

provide staff with training about safe sleeping arrangements to ensure children are always placed down to sleep safely in line with latest government guidance 10/04/2026

p.7

Action Completion Date

implement effective systems to ensure appropriate action is taken to help prevent the spread of infection if children become ill or infectious 10/04/2026

p.8

Action Completion Date

implement effective systems to ensure the premises remain suitable and hygienic in line with health and safety legislation 10/04/2026

p.8

Action Completion Date

implement effective risk assessments to ensure the premises remain safe and suitable 10/04/2026

p.8

Action Completion Date

ensure sufficiently detailed information and records are kept and maintained to ensure the safe and effective management of the setting 10/04/2026

p.8

Action Completion Date

ensure information and records are held securely and confidentially, and only made available to those who require access to them. 10/04/2026

p.8

Action Completion Date

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

p.8

Action Completion Date

improve oversight and ensure staff implement an ambitious curriculum that helps to motivate children and enables them to make the progress of which they are capable. 10/06/2026

p.8

Action Completion Date

ensure children, including those who face barriers to their learning or those with special educational needs and/or disabilities, are provided with the targeted support that they need so that they are well prepared for their future learning. 10/06/2026

p.8

Action Completion Date

support staff to respond to children's emerging needs to guide their development through warm and positive interactions. 10/06/2026

p.8

Action Completion Date

ensure children are provided with more support to develop their communication and language skills in line with their stage of development. 10/06/2026

p.8

Address:

Little People Nursery, Lower Town Street Bramley LEEDS LS13 3EN

p.9

Address:

Type: Childcare on non-domestic premises

p.9

Address:

Registered person: Little People (Bramley) Limited

p.9

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

p.9

About this inspection

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

p.9

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.

p.9

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.

p.9

About this inspection

The inspection started on 01 April 2026. Inspectors returned on 29 April 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

p.9

Facts and figures used on inspection

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

p.10

Exceptional

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

p.10

Strong standard

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

p.10

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.

p.10

Needs attention

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

p.10

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.10

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.11

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 .

p.11

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.11

Urgent improvement

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

p.11