Little Apples Day Nursery

Little Apples Day Nursery

Unique reference number (URN): EY423938 Address: Cunningham House, Christowe Lane, CHELTENHAM, Gloucestershire, GL53 7BY Type: Childcare on non-domestic premises Registered with Ofsted: 17/03/2011 Registers: EYR Registered person: Gloucestershire NHS Foundation Trust

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.1

Achievement Expected standard

Children make sound progress across the early years foundation stage areas of learning, particularly in communication and language. Babies use single words, such as 'up' and 'mummy', to express their needs and are praised for their attempts, which builds confidence and vocabulary. Toddlers explore materials with curiosity, mixing paint, naming colours and using mathematical language, such as 'big', 'small' and 'a lot', during play. Pre-school children typically collaborate well in group activities, passing hoops, sharing ideas and showing resilience when tasks are challenging.

p.2

Achievement Expected standard

During a 'volcano experiment', children predict whether it will make a 'big boom' or 'small boom', demonstrating early scientific thinking and showing sustained engagement.

p.2

Achievement Expected standard

Children with special educational needs and/or disabilities, children who speak English as an additional language and those facing barriers to learning are supported through targeted strategies that help them achieve from their starting points. These include visual cues, simplified language, modelling, and small-group interactions to ensure that all children can participate meaningfully.

p.2

Achievement Expected standard

Children are well prepared for their next stage of learning, including the transition on to pre- school or school. Well organised routines, emotional-literacy work and opportunities to develop independence and social skills help children to feel confident, secure and ready for new experiences.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders create a positive environment with clear behaviour expectations that staff apply well across the setting. Staff build warm, respectful relationships with children and use calm, gentle reminders to help them maintain these expectations. During group times, staff respond sensitively when children need support to manage their emotions, offering reassurance and modelling appropriate behaviour. Children generally collaborate well, share resources and show kindness to peers. For example, toddlers comment positively on each other's painting ideas and help friends to find the materials they need.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children understand routines and respond confidently to transition signals, such as the bell, which gives them notice and prevents sudden changes that may cause anxiety. Staff consider children's age, stage and individual needs when supporting behaviour, offering small-group interaction or one-to-one reassurance for children who prefer to observe before joining in. Attendance is monitored closely, and staff follow up promptly when contact cannot be made, helping children to maintain consistent routines and feel secure.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children typically demonstrate positive attitudes to learning, remain engaged in activities and show willingness to try again when tasks are challenging, such as during group- coordination games or when attempting new physical skills outdoors. Predictable routines help children feel safe and confident, and behaviour is generally well managed across the setting.

p.2

Curriculum and teaching Expected standard

Leaders understand the quality of the curriculum and make decisions that reflect children's interests and developmental needs. The curriculum provides purposeful opportunities for communication and language, physical development and personal, social and emotional growth. Staff model vocabulary clearly and use meaningful interactions to build children's language, including naming colours, describing textures and introducing early mathematical ideas, such as size, quantity and comparison.

p.3

Curriculum and teaching Expected standard

Activities are planned in response to children's emerging interests, such as a 'volcano' experiment inspired by children's curiosity about dinosaurs. This activity encouraged prediction, discussion and early scientific thinking. Staff adapt teaching for children who are disadvantaged, have special educational needs and/or disabilities or face barriers to learning. Adaptations include visual timetables, now-and-next boards, small-group work and targeted interactions, such as breaking instructions into smaller steps, modelling language and using visual cues to support understanding.

p.3

Curriculum and teaching Expected standard

Assessment is used appropriately to check what children already know and can do. Staff draw on observations, conversations with parents and their knowledge of child development to plan experiences that build on children's prior learning. The curriculum prioritises communication, emotional literacy and independence, supporting children to develop confidence and resilience.

p.3

Curriculum and teaching Expected standard

While teaching is generally of a high quality, children would benefit from being more actively involved in some adult-led activities. At times, staff lead too much of the learning, which limits children's opportunities to practise skills, explore ideas and deepen their understanding independently.

p.3

Inclusion Expected standard

Leaders establish an inclusive culture where children's individual needs are identified and responded to sensitively. Staff adapt their approach in the moment to support children who are quieter, reserved or need additional reassurance, helping them to feel safe, understood and ready to participate. Children who speak English as an additional language benefit from targeted interactions, such as visual supports and keywords in their home language, which help them to communicate confidently and make progress from their starting points.

p.3

Inclusion Expected standard

Staff typically work closely with leaders, external professionals and the local authority to identify developmental concerns and follow appropriate reporting pathways. Leaders ensure that information from professionals is shared appropriately so that staff can embed agreed strategies effectively across rooms. Family structures and home languages are valued, and diversity is celebrated through greetings, displays and cultural awareness, helping children feel recognised and included.

p.3

Inclusion Expected standard

Leaders monitor children's progress and use small-group work, one-to-one interactions and emotional-literacy tools to reduce barriers to learning and wellbeing. Inclusive practice

p.3

Urgent improvement

supports children with special educational needs and/or disabilities appropriately, ensuring their needs are understood and responded to within daily routines. Across the setting, inclusive practice supports all children to feel a sense of belonging and to participate meaningfully in daily experiences.

p.4

Children's welfare and wellbeing Urgent improvement

Care practices do not meet children's individual needs due to significant weaknesses in safer-eating practice. Leaders do not provide clear guidance on how food should be prepared to reduce choking risks. As a result, unsafe food preparation results in risks to children's safety. Staff do not consistently identify choking hazards or challenge unsafe practice, and leaders do not monitor mealtimes sufficiently to identify weaknesses in staff practice or ensure that safe routines are embedded. Staff do not demonstrate a secure understanding of their responsibilities when serving food to children. Due to this, children's welfare is not consistently protected.

p.4

Children's welfare and wellbeing Urgent improvement

Despite these weaknesses, children experience secure relationships with key persons and benefit from responsive emotional support. Staff help children express their needs confidently, offering calm reassurance and modelling language well during daily routines. Safer-sleep practice is well established, with staff undertaking appropriate checks and following positioning guidance to help keep children safe. Children also learn about personal safety, hygiene and wellbeing through everyday experiences, such as washing hands before meals, practising safe climbing outdoors and using colour prompts to identify feelings.

p.4

Leadership and governance Urgent improvement

Leaders do not have a secure oversight or monitor staff practice in relation to food practices. Training and support has not been sufficiently targeted to ensure that staff have a secure understanding of their responsibilities in relation to safer eating. Leaders do not provide effective guidance for staff regarding how food should be prepared to reduce choking risks. Strengthening oversight of safer-eating practice is a priority to ensure that routines are securely embedded and consistently protect children's welfare.

p.4

Leadership and governance Urgent improvement

Leaders support staff wellbeing and consider their workload. Leaders and staff establish professional relationships with families and regularly communicate children's experiences, routines and development. This helps to ensure continuity of learning for children at home and at the setting. Leaders plan an inclusive curriculum and provide mentoring, modelling and guidance to staff to support the development of children with barriers to their learning. Parents report that they feel welcomed and well informed. Leaders work closely with parents, as well as external professionals and the local authority when additional support for children is needed.

p.4

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

Children's experiences are negatively affected by weaknesses in safer-eating practice. Leaders do not provide clear guidance on how food should be prepared to reduce choking risks, and staff do not demonstrate a secure understanding of their responsibilities when serving food to children. Training has not been sufficiently targeted to ensure that staff understand safer-eating expectations, and leaders do not have oversight of this. This presents a risk to children's safety and welfare.

p.5

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

Despite these weaknesses, children enjoy warm, positive relationships with staff and demonstrate that they feel safe and settled throughout the day. They explore the environment confidently, moving between indoor and outdoor spaces with curiosity and enthusiasm. Indoors, children engage in painting, sensory exploration and imaginative play. Outdoors, they investigate natural materials and climb, dig and take part in group games that encourage cooperation and turn taking.

p.5

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

Children learn alongside their peers through shared activities, such as science experiments, storytelling and role play. They respond well to staff encouragement, which motivates them to stay engaged and try new things. Babies develop independence by attempting to put on their own shoes and communicating their needs using single words. Toddlers explore textures, mix colours and use early mathematical language, such as 'big', 'small', 'a lot' and 'a little'.

p.5

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

Children who are quieter or more reserved are sensitively supported through small-group interactions and one-to-one time with their key person. Staff use visual prompts, gentle reassurance and familiar routines to help children manage their emotions.

p.5

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

Children understand routines and respond calmly to transitions. They demonstrate kindness, listening and cooperation, often helping peers or commenting positively on each other's ideas. Families feel welcomed, and information about children's development is shared regularly, helping children to feel recognised and valued.

p.5

Next steps

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

p.5

Action Completion Date

ensure food is prepared in a way that prevents choking and is in line with guidance on safe food preparation 24/07/2026

p.5

Address:

Cunningham House Christowe Lane CHELTENHAM Gloucestershire GL53 7BY

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Gloucestershire NHS Foundation Trust

p.6

Action Completion Date

ensure staff have a secure understanding of their responsibilities when preparing and serving food to children 24/07/2026

p.6

Action Completion Date

ensure staff practice is monitored effectively so that safer-eating routines are followed consistently 24/07/2026

p.6

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, assistants, parents, and children during the inspection.

p.6

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

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8