Lilliput Day Nursery Peterborough

Lilliput Day Nursery Peterborough

Unique reference number (URN): 2770477 Address: Lilliput Day Nursery, 1200 Lincoln Road, Peterborough, PE4 6LA Type: Childcare on non-domestic premises Registered with Ofsted: 27/12/2023 Registers: EYR, CCR, VCR Registered person: Lilliput Day Nursery (Spalding) 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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Behaviour, attitudes and establishing routines Expected standard

Children learn new skills and social interactions through staffs teaching. For example, children learn to take turns as they play football and share the ball. They line up and take turns as they climb up to the top of the slide. Where children struggle with this new skill, staff are quick to step in and support children further. Staff display the 'class rules' within the setting and use these as visual prompts to support children's understanding of what is expected of them. For example, staff remind children to walk indoors. The visual reminders are a positive addition to the environment, that remind children of right and wrong. These clear behavioural expectations help children to develop their social interactions effectively. Children play well together in small groups and enjoy engaging in conversation with peers. They take turns as they balance across the obstacle course and work together to challenge

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate strong relationships with staff. They look to them for support and reassurance and demonstrate their sense of trust and safety in their care. Attendance is typically promoted for children and conversations take place with parents to ensure they understand the importance of routine attendance at the setting.

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Children's welfare and wellbeing Expected standard

There is a robust key person system in place at the setting. Children develop relationships with staff and look to them for comfort when they are feeling tired. This is particularly important for those children with special educational needs and/or disabilities who look for reassurance. They cuddle up with staff, helping them to feel safe in their environment.

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Children's welfare and wellbeing Expected standard

Children enjoy regular group times, where they talk about the weather and how they are feeling each day. Staff use visual aids to support children's understanding of emotions and children quickly begin to share how they are feeling. Staff talk to children about safety. For example, they ask children to move away from a wasp and to take turns when climbing the slide to keep them safe. Children begin to develop a sense of self-awareness and develop an understanding of risk.

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Children's welfare and wellbeing Expected standard

Staff talk to children about being healthy and explain about the importance of staying hydrated by drinking water when the sun is shining. Additionally, during mealtimes, staff talk to children about the foods they are eating. Children learn that drinking milk provides their bodies with calcium which helps their bones and teeth to grow strong.

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Achievement Needs attention

Children learn some skills they need in preparation for school. For example, they become increasingly independent, putting on their own coats and opening their own lunch boxes and food packets by themselves. Further opportunities are being planned, and this will strengthen children's skills and knowledge in preparation for school. For instance, learning how to get changed for PE lessons. That said, children who have special educational needs do not always develop the skills they need to transition to school. For example, they are not supported to join in group learning and mealtimes, nor do they develop the skills to begin to sit and listen.

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Achievement Needs attention

Children learn basic language skills through conversations and reading. Children are encouraged to talk and share their feelings during group time and this helps them to become more confident. That said, children who speak English as an additional language are not always supported well-enough to learn new words effectively. For example, they do not always hear clear, basic English and develop their understanding and English vocabulary.

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Curriculum and teaching Needs attention

Leaders are aware of inconsistencies in the implementation of the curriculum, but the action taken is not yet enough to support staff effectively. For example, staff do not have an in- depth understanding of how to effectively sequence children's learning and the curriculum, and what skills children need to gain to support them for the next stage of their education.

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Curriculum and teaching Needs attention

The emphasis on developing children's communication and language skills varies. Occasionally, conversations and the language used by staff is too advanced for children to understand, particularly those children facing barriers to learning. That said, staff read to children using a range of interactions and vocal variations to gain children's attention and engagement. Children listen carefully as staff read. They enjoy looking at pictures and older children often engage in conversations that extend their communication skills.

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Curriculum and teaching Needs attention

Staffs teaching of mathematics is effective. Staff use every opportunity to incorporate mathematical language. For example, in the sand pit, children learn about big and small objects, staff count and model numbers when finding worms and children demonstrate their secure understanding of shapes during group times.

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Curriculum and teaching Needs attention

Personal, social, emotional and physical development are prioritised. Children enjoy climbing, balancing and moving around the garden. They develop their core strength and gross motor movements through engaging in group games, such as, football and obstacle courses. Staff support social interactions and turn taking skills throughout these learning opportunities.

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Inclusion Needs attention

Staff monitor children's progress and work alongside other professionals to seek advice regarding children's next steps in learning. Although, staff use a targeted approach to support children's development. They do not ensure children's next steps are always reviewed regularly enough to ensure children continue to make steady and continued progress. Additionally, staff training is not always precise or in-depth enough to support them to work with children with more complex needs, such as children with special educational needs and/or disabilities.

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Inclusion Needs attention

Some barriers to children's learning are identified effectively and, in some cases, clear and meaningful next steps in their learning are identified to reduce these barriers. This is not consistent for all children. Staff are not always aware of the barriers children face in their learning. For example, they recognise where children's speech and language skills are delayed, but do not always understand and address the underlying causes of this effectively. Leaders ensure that any additional funding is spent accordingly, for example, on one-to-one staff support for children and additional resources. This supports children's progress.

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Leadership and governance Needs attention

Leaders do not ensure training is used effectively to develop all aspects of practice. For example, although staff have attending some professional development opportunities regarding working with children with special educational needs, leaders do not monitor staff interactions closely enough to measure impact and the effectiveness of training. Additionally, leaders provide support for staff to develop their understanding of the curriculum. However, staffs progress is not monitored close enough to ensure staff implement new knowledge from training. Other areas are more successful. For example improvements to behaviour management across the whole setting has ensured that staffs teaching and expectations are consistent to help teach children between right and wrong.

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Leadership and governance Needs attention

Typically, leaders make decisions that are in the best interests of the children attending the setting. For example, they carry out regular supervisions and provide professional development opportunities. Overall, leaders are successful in some aspects but do not ensure staff implement new knowledge from training thoroughly enough. Staff report that they are well-supported in the setting and that leaders provide help and guidance for them when needed.

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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

Staff implementation of the curriculum is not yet consistent. This means, children do not always receive the right opportunities to develop their skills in preparation for their next stage in learning. Additionally, staff do not always correctly identify the barriers children face to their learning. For example, where children lack speech and language skills, staff do not always address the underlying cause, such as, children's confidence. Where children do lack speech and language skills, they do not always make steady progress, due to the variations in interactions they receive from staff. Although leaders recognise the importance of this, they have not yet taken action to support staff's practice in this area.

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

Professional development opportunities that staff receive, are not in-depth enough to support their continued knowledge and understanding when working with children with special educational needs and/or disabilities. Therefore, the opportunities that staff provide for children, do not always extend their skills and prepare them well enough for the school environment. Some children learn some skills they need for their next stage of learning. For example, older children learn how to open food packets and eat independently at mealtimes. Children with SEND are less supported with their independence and engagement skills. For example, children wander about at mealtimes and are not encouraged to sit and engage during group activities.

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

Children appear happy at the setting. They develop strong relationships with staff that support their sense of safety and security. Additionally, children with SEND are supported to develop close beneficial attachments to their key person. This helps them feel reassured

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About this setting

and safe. Children make progress from their starting points. For example, they learn social expectations at the setting, such as, taking turns when crawling through the tunnel.

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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 actions by the assigned date:

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Action Completion Date

develop staff practice through more in-depth training, to support children with special educational needs and/or disabilities more effectively 15/06/2026

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Action Completion Date

ensure staff recognise barriers to children's learning and address underlying causes more effectively 15/06/2026

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Action Completion Date

ensure staff implement the curriculum and sequence children's learning effectively across the whole setting,- appropriately preparing them for their next stage in learning 15/06/2026

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Action Completion Date

strengthen the teaching of language and communication skills, particularly for children facing barriers to their learning. 15/06/2026

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About this inspection

The inspector spoke with leaders, staff, 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 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. Unique reference number (URN): 2770477

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Address:

Lilliput Day Nursery 1200 Lincoln Road Peterborough PE4 6LA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Lilliput Day Nursery (Spalding) Limited

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Address:

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

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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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