Little Leaders Kesgrave

Little Leaders Kesgrave

Unique reference number (URN): 2826814 Address: Twelve Acre Approach, Kesgrave, IPSWICH, IP5 1JF Type: Childcare on non-domestic premises Registered with Ofsted: 18/02/2025 Registers: EYR Registered person: Acorns 4 Kids Ltd

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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 Strong standard

Staff build highly trusting bonds with their key children, helping them to feel relaxed and at ease. For example, babies are instantly comforted by a cuddle with their key person when they wake from a sleep. Daily routines are precisely organised to ensure that children are always engaged in play and focused on learning. For example, staff enthusiastically sing songs with babies to ensure that they remain purposefully engaged while tables are being set up for lunch. On the rare occasion that children become frustrated, staff respond sensitively, explain boundaries skilfully and show children that their feelings are important. This helps children develop impressive levels of self-regulation and encourages them to consider the most positive and inclusive resolution for everyone. For example, children independently decide it is best to take turns with the litter grabber, so they all get to have a go.

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Behaviour, attitudes and establishing routines Strong standard

Leaders are vigilant in following up if children do not attend as expected. They do all they can to offer flexibility and allocate additional funding to help parents and carers prioritise their children's attendance. In turn, this helps children to feel extremely positive about their time at nursery and to build important habits to support their future education.

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Children's welfare and wellbeing Strong standard

Staff place children's wellbeing at the centre of the provision. They create a warm, nurturing environment where children thrive emotionally. Staff focus on building highly secure, trusting relationships with their key children and their families. This helps them get to know children's emotional and physical needs extremely well. For example, they quickly recognise the subtle changes in behaviour that indicate babies and children are feeling hungry or tired. Staff are highly attentive and act quickly to reassure children with a cuddle and meet their individual care needs.

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Children's welfare and wellbeing Strong standard

Staff work closely with parents and carers to plan and provide highly individualised care routines for the youngest children. Leaders are mindful about following the latest guidance for safe sleeping, making it a priority for babies and toddlers to be constantly supervised while they sleep. All staff have a robust knowledge of children's individual dietary requirements, including allergies and intolerances, and diligently follow stringent procedures for preparing and serving meals. This helps to ensure that all children always feel safe and fully included during the social mealtimes.

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Children's welfare and wellbeing Strong standard

Staff place a keen emphasis on promoting healthy lifestyles throughout the nursery. They make the most of opportunities to remind children about the benefits of exercise and healthy eating. For example, during warmer weather, staff talk to children about the strength of the sun's rays. Together, they make an informed choice and decide it is safer to exercise outdoors in the morning before the sun gets stronger.

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Achievement Expected standard

Typically, children enjoy discovering and experimenting in the well-planned learning environment. They explore the different textures and scents of the fresh herbs and tea bags provided in the water tray. Older children apply their understanding of simple mathematical concepts. For example, they estimate that they need 3 more scoops of water to fill a bottle, before confidently testing this out for themselves. Babies show a keen interest in accessing books and quickly learn how to turn the pages and recognise familiar characters. This helps them to build a secure foundation for developing a love of reading in the future.

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Achievement Expected standard

Children explore aspects of the natural environment during walks in the local area. They know how to cross the roads safely and take pride in caring for their local environment. For example, they do regular checks for litter and use a grabber tool to collect and dispose of it hygienically. These opportunities are particularly beneficial for children who have limited access to the outdoors at home and help prepare them well for their future independence. Generally, children are supported to develop the skills they need in readiness for school, including those who face barriers to their learning.

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Curriculum and teaching Expected standard

Leaders have recently revised the curriculum and continue to support staff to embed this. Staff typically follow children's interests and support their ideas. This helps children to sustain their concentration and build their confidence. Staff generally have a secure understanding of each child's current level of development and know what they want children to learn next. However, at times, the delivery of the new curriculum is not as ambitious as leaders intend it to be. Teaching and activities are not consistently focused on the most pertinent skills and concepts to build on what children already know and can do. For example, staff recognise when babies and children are developing new physical skills, such as taking steps unaided or pouring from a jug. However, their interactions are not consistently adapted in the moment to create opportunities for children to excel in these skills.

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Curriculum and teaching Expected standard

Staff model mathematical language, such as 'taller' and 'shorter', when children build towers. This helps to develop children's early understanding of space and measurement. Stories, rhymes and structured conversations are embedded into daily teaching, ensuring that children develop confidence in their communication and language skills. Children who need extra support with their speech are provided with additional opportunities to hear and say more complex vocabulary, often through targeted mouth exercises recommended by external speech and language specialists.

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Curriculum and teaching Expected standard

Through their language and behaviour, leaders and staff promote inclusive practice and attitudes. This helps children to develop positive relationships and a growing awareness of the needs of others. Leaders find out about the celebrations and practices that are important in children's lives and provide opportunities for children to share their experiences at nursery. This helps to promote children's awareness of similarities between themselves and others and their own uniqueness.

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Inclusion Expected standard

Staff develop a secure understanding of each child's needs, through regular observations and discussions with parents and carers. Overall, they use this information to identify any additional needs and plan appropriate, tailored support for children. A simple 'assess, plan, do and review' process helps staff implement and evaluate strategies that generally enable all children to access the curriculum well. Where children require extra support, leaders work effectively with external professionals and seek advice from relevant support agencies. This guides them in making timely referrals for support and additional inclusion funding, when required.

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Inclusion Expected standard

Staff are committed to supporting the wider needs of families, including those who may be disadvantaged. For example, they establish practical initiatives to help families access essential items, such as a pre-loved clothes swap and links with the local food bank.

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Inclusion Expected standard

Staff engage in professional development to build their knowledge and skills. For instance, some staff complete training about specific needs relating to neurodiversity, helping them to better understand how to identify and meet children's needs. Staff typically adapt the environment and their interactions so that all children, including those with special educational needs and/or disabilities, are fully included in all aspects of nursery life. Leaders recognise that there is more to do to strengthen their new curriculum. They intend to provide staff with clearer guidance about how they can adapt their interactions more effectively in the moment to ensure that all children, including those who may face barriers to their learning, are supported to develop their skills more rapidly.

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Leadership and governance Expected standard

Since taking over the registration, senior leaders have reviewed all aspects of the provision and set out a clear vision for the future of the nursery. They have established a collaborative and motivated team of leaders and staff, who are committed to providing a high standard of education and care for all children. Leaders are ambitious for children. They recognise that the delivery of the new curriculum needs further development to enable children to build more rapidly on their existing knowledge. They have secure plans to address this going forward.

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Leadership and governance Expected standard

Leaders are mindful about monitoring staff's workload and ensure that they have allocated time to focus on professional development during their working hours. This helps staff to feel positive about their work and motivates them to reach their potential and take on new responsibilities. For example, staff who show a particular interest in supporting children with special educational needs and/or disabilities are encouraged to complete specific training to become special educational needs coordinators for the nursery. Staff say they feel confident about raising any concerns and voicing their views with leaders. This contributes to a positive culture for improvement across the nursery.

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Leadership and governance Expected standard

Parents and carers speak highly of the nursery and the progress their children make. Leaders ensure that parents are fully involved, for instance when children first attend or are ready to move on to the next room or to school. This ensures that children's emotional needs are understood and supported by all involved in their transition and helps them to settle smoothly.

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

Children are greeted by familiar staff who make sure each child has a calm and friendly welcome. They settle well because staff take time to understand what helps each child feel secure and included. After a short time, children begin to explore their surroundings and the wide selection of activities on offer. Through this self-chosen play, children learn new skills that generally prepare them well for the next stage in their learning. Children who face barriers to their learning are typically supported in line with their needs. For example, children who need extra support with their speech development and/or speak English as an additional language take part in focused speaking and listening games in smaller groups.

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

Leaders and staff listen carefully to make sure children's voices and views are heard. Children use tools, such as 'worry monsters' and emotion cards, to help them to express their feelings. They know what to expect and are familiar with the routines, which are purposefully designed to be consistent as they move through the rooms. Older children are keen to complete tasks independently, including clearing their plates when they have finished a meal. This helps to support them in readiness for similar tasks at school. Children recall prior learning and count as they play. They use their imagination as they act out parts of a familiar story and add in their own ideas and characters. Children develop a love of learning, supported by staff who are well deployed and enthusiastic and who engage effectively with them. Leaders work closely with parents and carers to ensure that children attend regularly. Where children's attendance can be improved, staff work with families to

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

adjust session times and ensure that children benefit more consistently from the learning experiences on offer.

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

Children behave extremely well, showing high levels of respect for others. They seek each other out to extend their play experiences and proudly share their achievements with staff. Their sense of belonging in the local community develops particularly well, as they go on regular outings to meet local people and visit nearby businesses.

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Next steps

Leaders should ensure that teaching is consistently focused on what children need to learn next, so all children, including those who face barriers to their learning, build more

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Address:

Twelve Acre Approach Kesgrave IPSWICH IP5 1JF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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. rapidly on what they already know and can do.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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. This data is from 19 June 2026

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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. 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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