The New Little Village Nursery

The New Little Village Nursery

Unique reference number (URN): 309638 Address: 41 Woodlands Road, Lytham St. Annes, Lancashire, FY8 4ER Type: Childcare on non-domestic premises Registered with Ofsted: 13/03/1996 Registers: EYR, CCR, VCR Registered person: The New Little Village 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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Inclusion Expected standard

Leaders promote an inclusive setting where all children are supported to take part in daily experiences and feel a strong sense of belonging. Children with special educational needs and/or disabilities are supported effectively through close working between staff, parents and external professionals. Staff identify children's needs and provide support so that children can take part in activities alongside their peers and make progress from their starting points.

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Inclusion Expected standard

Children receiving additional funding benefit from targeted support that promotes their emotional wellbeing and access to a range of experiences. This includes sensitive pastoral support when children experience significant life events. Staff use books, role play and calm reassurance to help children understand and manage their feelings and regulate their emotions. Children also benefit from opportunities to take part in enrichment experiences, such as local visits that help them build confidence, recall experiences and develop their understanding of the world.

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Inclusion Expected standard

Leaders and key staff know the children well. Typically, they use this knowledge appropriately to support children's participation in some activities and routines. Children are encouraged to join in with play, learning and social experiences throughout the day. This helps them to develop friendships, confidence and a sense of belonging within their peer groups.

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Achievement Needs attention

Children's achievement is not consistent because weaknesses in teaching and curriculum implementation mean that learning does not build securely over time. Some children are not well prepared for the next stage in learning, including their move on to school. Children are not always supported by staff to extend their thinking as they play. At times, children lose interest in activities that are not matched to their stage of development. In mathematics, children do not develop a secure understanding of numbers. Younger children have fewer opportunities to hear new words and use their voices. Where teaching is more appropriate, such as during stories, children, including those with those with special educational needs and/or disabilities, engage well. They talk about their play, interact with others and follow routines.

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Behaviour, attitudes and establishing routines Needs attention

Inconsistencies in adult interactions mean that not all children are supported to develop positive attitudes to learning. Where activities lack clear purpose or staff do not extend children's thinking effectively, children can lose interest and move away from the activity. As a result, learning is lost.

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Behaviour, attitudes and establishing routines Needs attention

Children's behaviour is generally positive. They develop warm relationships with staff and each other and are familiar with daily routines, which helps them to feel secure. Children are polite, share resources and take turns during play. They respond to staff expectations and use good manners throughout the day. For example, they help to tidy away resources and follow simple routines. Leaders monitor attendance closely and follow up any unexplained absence promptly to support children's welfare.

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Behaviour, attitudes and establishing routines Needs attention

Children show positive engagement when teaching is more effective, particularly during small-group time or shared activities where staff interact well with them. In these moments, children are attentive and willing to participate.

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Behaviour, attitudes and establishing routines Needs attention

Children do not consistently develop the independence and self-help skills needed for the next stage of learning, including school. Opportunities to build these skills are not used as well as they could be, particularly during everyday routines. For example, children are not always encouraged to complete simple tasks for themselves, such as washing their faces or wiping their noses. Nevertheless, children's personal development is supported appropriately overall. They show some independence, for instance by managing their toileting needs and beginning to take part in self-care routines.

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Children's welfare and wellbeing Needs attention

Weaknesses in risk assessment mean that children's safety is not consistently promoted. Although staff manage some known risks, such as providing shade outdoors and monitoring UV levels, they do not routinely identify or respond to new or changing hazards. For instance, the positioning of recently introduced equipment, such as a gazebo, and indoor risks, including trailing wires from fans, are not reviewed or addressed promptly. As a result, children are not fully protected from potential harm. Leaders take appropriate action when risks are highlighted and make necessary adjustments to the environment. This helps to reduce immediate hazards and demonstrates a commitment to improving children's safety, although this practice is not yet embedded.

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Children's welfare and wellbeing Needs attention

Children are cared for by warm, attentive staff who respond quickly to their needs. They offer reassurance, comfort and emotional support, helping children to feel safe and settled. Babies and younger children build secure attachments with familiar adults. Children's health is supported through well-organised care routines. Staff provide healthy, balanced meals and snacks, and ensure that individual dietary needs are carefully met. Children have easy access to drinking water, know where to find their bottles and independently use water stations. This shows that they are beginning to manage their own physical needs.

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Curriculum and teaching Needs attention

Leaders have not ensured that the curriculum is clearly sequenced or that staff have a secure understanding of how learning should build over time. Their oversight does not focus precisely enough on what children need to learn next. As a result, children's knowledge and skills do not deepen as effectively as they could, and opportunities to practise and secure learning are not routinely identified, including for those at earlier stages of development. In mathematics, children regularly count and recite numbers. However, teaching does not extend this into a secure understanding of number. For example, staff do not consistently develop concepts such as subitising or recognising number relationships. This limits the depth of children's mathematical understanding over time. The quality of interaction varies. At times, staff use narration and storytelling to engage children and support recall. During these times, children become engaged and happily share their thoughts and ideas.

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Curriculum and teaching Needs attention

However, this is not embedded. On occasion, questioning does not build on what children already know or match their stage of development, and engagement is not sustained.

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Curriculum and teaching Needs attention

Planning focuses on themes rather than clearly defined learning intentions. Consequently, staff do not consistently respond to children's curiosity or extend their learning in the moment. Leaders have introduced training and supervision, but this has not yet secured improvement in practice. Nevertheless, when staff interact purposefully, children show enjoyment and positive involvement in their learning.

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Leadership and governance Needs attention

Weaknesses in leadership and oversight mean that monitoring does not focus sharply enough on the impact of practice on children's learning and welfare. Although leaders have identified key priorities, including curriculum delivery, interactions and risk assessment, their actions have not secured consistent improvement across the setting. As a result, intended policies and approaches are not applied consistently in daily practice, and variations remain in the quality of education and care children receive.

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Leadership and governance Needs attention

Leaders provide some training and support for staff, reflecting a clear commitment to their wellbeing and professional development. However, leaders do not always monitor staff practice effectively to ensure precise actions to strengthen practice across all rooms. Consequently, identified weaknesses in areas such as curriculum implementation and the management of risks are not addressed promptly or embedded securely across the provision. Since the last inspection, leaders have taken appropriate steps to strengthen safeguarding knowledge and practice. Staff understand their responsibilities and how to report concerns, contributing to children's safety.

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Leadership and governance Needs attention

Leaders maintain positive relationships with parents and share information about children's experiences. However, engagement is not fully used to support a shared understanding of children's learning and development. Overall, while leaders are aware of areas for improvement and have taken some action, these have not yet led to sustained, consistent improvement in practice.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Children do not consistently benefit from a well-sequenced curriculum or well-delivered teaching. Staff do not always have a clear understanding of what children need to learn or how activities build on what they already know and can do. As a result, learning does not develop securely over time and children do not make the progress they are capable of across areas. Teaching varies across the nursery. At times, staff's interactions do not effectively support children's thinking or sustain their engagement. In mathematics, staff rely too heavily on rote counting rather than helping children develop a secure understanding of early number concepts. Some activities do not match children's stage of development, either moving learning on too quickly or not supporting children to deepen what they already know. Consequently, some children lose interest and do not remain purposefully engaged in their learning. Weaknesses in leadership oversight mean that expectations for practice are not

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

implemented consistently. Monitoring does not identify variations in teaching or practice quickly enough, including where aspects of the environment may pose a risk. As a result, inconsistencies remain in the quality of education and care children experience.

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

Children are cared for by kind and nurturing staff who support their emotional wellbeing appropriately. Babies seek reassurance from familiar adults and confidently explore their surroundings. Older children behave well, share resources and develop positive friendships. Children with special educational needs and/or disabilities benefit from appropriate partnership working with other professionals to help meet their individual needs. Children enjoy aspects of their day. Babies explore sensory resources with curiosity and join in with songs and playful interactions. Toddlers enjoy imaginative play and physical activities outdoors. Older children enjoy books, role play and creative activities with their friends. Children benefit from healthy meals and snacks, and staff carefully meet dietary needs. Children's physical development is promoted appropriately through opportunities to climb, balance and develop their coordination skills.

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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

ensure effective risk assessment procedures are in place and consistently applied so that potential hazards are identified promptly and action is taken to remove or minimise risks to children 24/06/2026

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Action Completion Date

strengthen the implementation of the curriculum so that staff clearly understand what children need to learn next and plan experiences that build securely on prior knowledge across all areas of learning 30/06/2026

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Action Completion Date

ensure the arrangements for supervision, coaching and monitoring of staff practice improve the delivery of the intended curriculum 30/06/2026

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About this inspection

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

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Address:

41 Woodlands Road Lytham St. Annes Lancashire FY8 4ER

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The New Little Village Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:45

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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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Age range of children at the time of 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.

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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

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 .

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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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