Lilliput Montessori Day Nursery Coalville

Lilliput Montessori Day Nursery Coalville

Unique reference number (URN): 223230 Address: Railway House, Hotel Street, Coalville, Leicestershire, LE67 3EQ Type: Childcare on non-domestic premises Registered with Ofsted: 27/10/1999 Registers: EYR, CCR, VCR Registered person: Lilliput 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 Needs attention

While some children are making progress and moving forward in their development, others do not make the progress they are capable of because support for learning does not consistently help them to build on what they already know and can do. During some activities, children, including those who face barriers to their learning, drift about or engage at a superficial level and then their interest quickly wanes. They are sometimes quiet and are not encouraged to practise their communication skills.

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Achievement Needs attention

Children are developing their independence skills, such as washing hands and managing their own coat. They are learning to use cutlery and age-appropriate cups at mealtimes. They know that they need to line up and wait for staff as they transition between indoors and outdoors. Older children develop friendships with their peers and initiate games to play together. They use equipment such as wheeled toys with confidence and ability.

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Behaviour, attitudes and establishing routines Needs attention

Some staff do not always manage routines well enough throughout the day. For example, during the transition to lunch, staff make occasional attempts to tidy up the toys, but they do not communicate this to the younger children so that they can join in. Staff are not clear on their roles with regard to setting out the meal, and it becomes disorganised and takes a long time. Some children become upset or frustrated, while others, including those with special educational needs and/or disabilities, fall asleep because of the time they have been waiting. However, staff do ensure that when children wake up they are offered their meal. Leaders acknowledge that some staff need further support to ensure routines are smooth and supportive of children's needs.

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Behaviour, attitudes and establishing routines Needs attention

Children behave well, even during times when there is a lack of engagement from staff. From a young age, they learn how to handle the resources carefully. They know to take turns, for example, as they wait for their go on the climbing equipment. Staff introduce younger children to age-appropriate equipment in order to build their confidence so, as they develop, they will attempt to use the more challenging equipment outdoors.

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Behaviour, attitudes and establishing routines Needs attention

Leaders manage children's attendance well. They are proactive in discussing and reinforcing the importance of consistent routines with parents and carers.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that routines are well implemented. For example, they do not ensure that reasonable adjustments are made for children with special educational needs and/or disabilities (SEND) at mealtimes. Children do not always benefit from a well-organised learning environment. For the younger age groups, although there is plenty of space, the number of toys spread across the floor sometimes limits their ability to engage in activities and to explore freely and comfortably. For example, children trip over toys as they move around the environment. Outdoors, children have daily opportunities to play in all weathers and thoroughly enjoy exploring the different outdoor areas. Staff provide appropriate challenges for children, such as climbing the frame and sliding down the pole.

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Children's welfare and wellbeing Needs attention

Children are generally happy and settled. They form close bonds with their key person and other staff. Children with SEND seek out staff for comfort when they are tired and to help them to regulate their emotions. Staff help children to start to recognise and manage their emotions as they talk to them about how they are feeling.

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Children's welfare and wellbeing Needs attention

Staff consistently follow safer eating procedures and ensure that children are supervised at all times. Hygiene practice is consistently implemented throughout the nursery. Staff sometimes speak to children about healthy eating, although the quality of these discussions varies and reflects the general inconsistencies in teaching. There are well-established procedures to ensure children's safety when they are asleep.

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Curriculum and teaching Needs attention

While leaders have devised curriculum goals that they want children to achieve, these are not specific enough to clearly establish the knowledge, skills and understanding children will acquire. Staff are not always clear on what they are intending children to learn from activities. Staff's teaching is inconsistent for all children, including those with special educational needs and/or disabilities. Therefore, children do not routinely benefit from high- quality interactions. For example, during a mark-making activity with younger children, staff mainly watch the children experiment with the resources and do not guide or extend their learning. Staff are not consistently supporting children's engagement to enable them to build on what they already know and can do. Leaders are aware of some of the areas for improvement and have taken initial steps to address these, although this is not yet benefiting children's learning.

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Curriculum and teaching Needs attention

Staff provide some purposeful activities. Very young children enjoy playing with bubbles. Staff repeat simple words, encouraging children to copy and demonstrating what they mean to support their understanding and language development. They manage the pace of the activity well so that children have time to listen, respond and explore the bubbles.

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Inclusion Needs attention

Overall, leaders identify children's needs. However, there are inconsistencies in the support offered to children, including those with special educational needs and/or disabilities (SEND). While staff regularly assess children's development at times, staff can be overly negative and mainly focus on what children cannot do rather than demonstrating ambition for those children, such as when sharing information with parents, carers and other professionals about what children are capable of.

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Inclusion Needs attention

Leaders demonstrate a commitment to working in partnership with other agencies and professionals and use their ideas and suggestions to support children within the setting. They are unafraid to challenge other professionals at multi-agency meetings in order to try and secure the best outcomes for children. Leaders are swift in organising meetings with parents and carers so they can begin to plan from an early age what support children might need. They ensure that families who speak English as an additional language are fully supported to engage with this process. There is a collaborative approach to identifying how to make best use of the early years pupil premium funding to support children's learning and development. Leaders consult with parents, carers and the key person to consider children's interests as well as what children need to learn next.

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Leadership and governance Needs attention

The relatively new leadership team demonstrates passion about the role and want to ensure an inclusive environment that meets the needs of all children, including those with any barriers to learning. Leaders have started to identify where practice needs to improve across the nursery and broadly recognise which areas it needs to focus on. Some improvements have been implemented, although they are not yet having enough of an impact on the quality of the provision. Although leaders have revised the curriculum, it does not provide a clear enough focus on what children will learn as they move through the nursery.

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Leadership and governance Needs attention

During supervision sessions, leaders identify staff's personal development targets. However, they do not ensure that the targets are focused well enough on staff teaching practice or that staff are clear about the targets they are working towards and how they can achieve them. Staff are beginning to recognise where they could improve their own knowledge and understanding of aspects of practice, such as support for children with special educational needs and/or disabilities, and request additional training. Leaders are mindful of staff wellbeing, and staff report that they feel supported.

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Leadership and governance Needs attention

There are inconsistencies in the quality of information shared with parents and carers. Staff do not always ensure that parents are well informed about their children's learning and, particularly, how they can support this at home.

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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

While children enjoy their time at the setting and form positive relationships with staff and each other, weaknesses in teaching impact their learning. The support for staff with regard to their teaching practice is not fully developed to ensure that they consistently offer high- quality interactions. Children, including those with special educational needs and/or disabilities or barriers to their learning, are not supported well enough and, at times, there is a lack of ambition for them. In addition, staff do not ensure that parents are well informed so that they can support children's learning at home. Children sometimes struggle to access the environment or engage in games due to disorganisation of the resources. During some mealtimes, younger children become upset or tired while waiting for their food as staff do not organise the routine well enough.

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

Children settle well when they arrive and enjoy the activities on offer. Staff note children's interest in a particular toy or resource and support this by setting up a new activity. Younger children enjoy listening to stories and, for their age, maintain their concentration and focus for a sustained period of time. They have familiar books they enjoy and are confident to select the next story they want to listen to. Children carefully handle books as they sit looking at the pictures and turning the pages. Older children enjoy playing outdoors with their friends. They build on their learning as they engage in pretend play and use spray bottles to put out the 'fire' they drew in the outdoor area earlier that day. Children develop their large muscle skills as they climb up steps, run and ride around on scooters and trikes. Children of all ages are beginning to learn how to keep themselves safe. Younger children

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

listen and quickly respond to staff instructions about the safe use of crayons.

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

Children benefit from consistent attendance at the setting, and leaders ensure they offer additional sessions where needed.

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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

design and implement an ambitious curriculum that clearly identifies what skills, knowledge and understanding they want children to achieve 04/08/2026

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Action Completion Date

strengthen staff practice to ensure that there are consistently high-quality interactions that promote children's learning and development 04/08/2026

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Action Completion Date

improve the supervision of staff to ensure that they are clear on their roles and responsibilities and that the quality of teaching improves across the nursery 04/08/2026

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Action Completion Date

organise the premises and equipment to support children's learning 04/08/2026

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Action Completion Date

deploy staff to ensure a smooth transition during mealtime routines, particularly for younger children 04/08/2026

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Action Completion Date

improve information sharing with parents and carers to ensure they are fully informed about their child's development and how to support learning at home. 04/08/2026

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About this inspection

The inspector spoke with leaders, practitioners, children and the special educational needs coordinator 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): 223230

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Address:

Railway House Hotel Street Coalville Leicestershire LE67 3EQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Lilliput Day Nursery 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

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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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