Little Learners Day Nursery

Little Learners Day Nursery

Unique reference number (URN): 2839157 Address: Little Learners, Day Centre, Sandwell Business Development Centre, Oldbury Road, Smethwick, B66 1NN Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2025 Registers: EYR Registered person: Little Learners Early Years 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a clear strength. Leaders and staff create a safe, nurturing and well-organised environment, where children feel secure, valued and ready to learn. Robust policies and procedures are reviewed regularly and understood by staff, supporting consistent practice, clear safeguarding expectations and high standards of health, safety and daily care.

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Children's welfare and wellbeing Strong standard

Staff and leaders know children exceptionally well. The well-established key-worker system helps children form secure, responsive attachments. A thorough settling-in process enables staff to understand babies' and children's routines, interests, health needs and allergies. Staff identify changing needs promptly, and provide well-matched support for children and families, including those who need additional help or have special educational needs and/or disabilities (SEND).

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Children's welfare and wellbeing Strong standard

Children benefit from regular access to stimulating outdoor spaces, where they explore, take appropriate risks, develop physical skills and build confidence. For example, staff support children using balance beams by offering guidance and encouragement to have a go, while allowing them to take risks.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted effectively through routines, discussion and positive-adult modelling. Staff work closely with families to reinforce healthy eating and wider wellbeing beyond the setting, sharing useful nutrition information and practical support. Partnership with parents is highly effective. Staff communicate sensitively and work collaboratively with families to support children with SEND, health and emotional security. Parents describe leaders and staff as approachable and supportive, helping to build trusting relationships and secure consistently positive outcomes for children.

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Inclusion Strong standard

Leaders and staff have established a highly inclusive culture, where all children feel valued, understood and able to succeed. Children's individual needs are identified swiftly through purposeful observations, strong parent communication and accurate baseline assessments. Leaders use this information effectively to guide staff, identify gaps in learning or development and agree timely next steps. These are recorded in focused-support plans and are reviewed regularly with parents and staff, so expectations are clear and support remains consistent. Where additional help is needed, staff act promptly and seek advice from other professionals as required. As a result, children with special educational needs and/or disabilities, and those who face barriers to learning, are well understood as individuals, take part fully and make strong progress from their starting points.

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Inclusion Strong standard

Parents speak very positively about the support their children receive. They feel listened to, involved and reassured that staff understand their children's needs. They recognise the clear difference that well-planned help makes. Children are supported effectively to communicate, join in, build confidence and experience success alongside their peers.

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Inclusion Strong standard

Leaders use funding thoughtfully and highly effectively to reduce barriers and broaden children's experiences. For example, children are supported to access enriched outdoor provision, because funding has improved the space and strengthened opportunities for learning, exploration and play. This helps children take part fully, grow in confidence and see themselves as capable, valued members of the setting.

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Achievement Expected standard

Children are curious and eager to explore. They choose resources confidently and use them to test their ideas. For example, when mixing coloured water and materials to make potions, they notice changes, ask questions and talk about colour, rainbows and weather. Children's thinking is extended with support, this helps them build on what they know and make steady progress. For example, as children mix two colours together, they support the child with predicting colours that will be made. Children with special educational needs and/or disabilities, and those who face barriers to learning, grow in confidence and make progress. They learn alongside their friends with support that helps them communicate, join in and feel successful. Children continue learning because resources and approaches are adapted to meet their needs. Children hear and use language throughout the day. During play, they hear adults model new words and are encouraged to explain their thinking. This helps

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Achievement Expected standard

children share ideas, imagine possibilities and use language to solve problems with others.

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Achievement Expected standard

Children are helped to feel ready for what comes next. Transitions within the setting and in to school are carefully supported so that children know what to expect and feel secure. They plan visits, meet familiar adults and share what matters to them, helping them to move on with growing independence and confidence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set clear expectations for behaviour through calm, consistent routines and everyday practice. Policies and procedures are followed, which helps to provide a safe and well-organised environment for children. Staff model respectful communication and use gentle reminders and guidance when needed, helping children understand what is expected of them. Attendance and punctuality are monitored, and information is shared with parents where support is needed to encourage regular attendance.

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Behaviour, attitudes and establishing routines Expected standard

Staff know the children well and respond to their individual needs, including children with special educational needs and/or disabilities and those who may face barriers to learning. They adapt their approach, so that children feel included, reassured and able to take part. The key-person system supports warm and trusting relationships with familiar adults, helping children to feel confident and emotionally secure. These positive relationships can be seen in everyday interactions, where children are encouraged to use good manners, such as saying "please" and "thank you", and staff praise achievements with phrases such as "well done" and "wow". As a result, children are supported to develop independence, resilience and positive attitudes to learning. Overall, the setting promotes a nurturing and inclusive culture, where children are valued, supported and ready to engage in their learning and development.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum with clear intent, giving children secure foundations in personal, social and emotional development, physical development, and communication and language. These areas are prioritised across the provision and support children to develop the knowledge, skills and understanding needed to access all areas of learning. Staff know the children well and use their understanding of individual needs, interests and stages of development to adapt learning experiences. This includes appropriate support for children with special educational needs and/or disabilities and for those who may face barriers to learning. Practitioners foster curiosity through interactions that encourage exploration, engagement and deeper thinking.

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Curriculum and teaching Expected standard

Communication and language are promoted through stories, songs and rhymes. Staff generally use purposeful interactions to model language, introduce vocabulary and extend children's thinking. Children develop speaking and listening skills within a supportive, language-rich environment. For example, staff discuss the difference between wet and dry sand, and how this affects building sandcastles. Mathematics is woven into daily activities as children count, recognise shapes and use the language of size. Physical development is promoted through outdoor activities and indoor climbing equipment. Personal, social and emotional development is supported as children take turns, share resources and talk about emotions. However, staff do not always make links across the wider curriculum explicit. For example, children count during activities, but this is not consistently extended to deepen their understanding of number, such as counting individual objects. As a result, teaching is

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Curriculum and teaching Expected standard

effective in many areas, but it is not yet of a consistently high quality.

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Leadership and governance Expected standard

Leaders have a clear vision for the setting, described as "nurturing from the roots", and staff understand what this means in practice. This shared approach is reflected in how staff support children and work as a team. Leaders know the setting well and have identified priorities to help it improve, including strengthening partnership with parents, and introducing a climate action plan, with children beginning to take part through recycling. Recruitment procedures are secure, and staff receive a thorough induction that helps them settle into their roles, understand expectations and work with confidence. Regular supervision gives staff time to talk about practice, raise concerns and access support when needed. Staff speak positively about the setting and say leaders are approachable. They value the open- door approach and feel able to seek guidance at any time. Leaders give appropriate attention to staff wellbeing. Training is beginning to have a positive impact. However, the

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Leadership and governance Expected standard

support for staff is not yet sharply matched to individual development needs. As a result, children do not consistently benefit from learning and development that builds securely on what they already know and can do.

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Leadership and governance Expected standard

Partnership with parents is positive and supports children's care and development. Parents say they are kept informed each day, both verbally and electronically, and receive monthly development reviews that include next steps for their children. They describe staff as friendly and polite and say recent changes in the setting have been helpful for their children.

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

Children arrive happily and are ready to begin their day. They know the familiar routines and settle quickly into breakfast and activities in calm, welcoming rooms. Because staff know them well and respond warmly to their individual needs, children feel safe, secure and well- cared for. When children need help or reassurance, staff notice this quickly and support them with kindness. This helps children to feel confident, relaxed and ready to take part in the day.

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

Throughout the day, children play alongside others, share resources, take turns and show kindness. During activities, such as 'what's in the bag', they listen carefully, wait patiently and talk about their thoughts and experiences. Children are interested in what is happening, and are proud when they contribute. Staff help all children to join in, including those with special educational needs and/or disabilities and those who may need extra support. The curriculum has been designed to meet all children's needs. As a result, children feel included, valued and able to experience success.

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About this setting

Children also benefit from being in a setting where staff understand them, their families and the local community. This helps children to feel known and supported. Through everyday routines, such as arriving, choosing activities, joining group times and preparing for what happens next, children are encouraged to develop independence. Staff gently support them to build the confidence and habits that help them feel secure and ready for future experiences.

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About this setting

Children also enjoy spending time in the well-resourced garden, where they are active, curious and confident as they explore the outdoor space with their peers. They join in games, take turns and celebrate each other's efforts. As they talk about what they are doing, share ideas and become absorbed in imaginative play, children develop their communication and social skills. For example, they join in games of golf, compare whose ball has travelled the furthest and decide whose is closest. They also explore making potions, show curiosity and develop language skills. These experiences help children feel happy, motivated and eager to join in. Overall, children experience a calm, nurturing and very inclusive setting where they are listened to, cared for and encouraged to take part fully in everyday life.

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Next steps

Leaders should further support staff to embed the curriculum, so that it is of a consistently high quality across all areas of learning. Leaders should further support staff in training that supports individual needs of staff, to enhance the learning and development for all children.

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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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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 complied with the statutory framework for children's learning, development and care, known as the early years foundation stage. Unique reference number (URN): 2839157

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Address:

Little Learners, Day Centre Sandwell Business Development Centre, Oldbury Road Smethwick B66 1NN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Learners Early Years Ltd

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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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