Little Gems Aldershot

Little Gems Aldershot

Unique reference number (URN): 2851112 Address: 37a Mount Pleasant Road, Aldershot, GU12 4NW Type: Childcare on non-domestic premises Registered with Ofsted: 25/09/2025 Registers: EYR Registered person: Little Gems Aldershot ltd

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

Behaviour, attitudes and establishing routines Strong standard

Children benefit from a harmonious and respectful environment. Kindness is embedded in everyday routines, and adults consistently model being gentle, helpful and respectful. Children are settled, confidently choose activities and seek familiar adults when they need reassurance. Warm, trusting relationships help children feel secure and ready to learn.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children consistently show positive attitudes towards learning and each other. They learn to wait, share, cooperate and take turns. Adults notice minor disagreements and respond calmly before they escalate, helping children return to play. Children increasingly learn to manage their different emotions and behaviour. For example, timers help them wait for a turn, while breathing, words and signs help them recognise and express how they feel.

p.2

Behaviour, attitudes and establishing routines Strong standard

Routines are highly effective. Visual schedules, warnings before changes and familiar transition cues help children know what happens next. Adults adapt their approach according to children's age, stage, communication needs and individual circumstances. Children with special educational needs and/or disabilities receive appropriate support to understand and follow expectations alongside their peers.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders closely monitor attendance, follow up unexplained absences and identify patterns. They work with families to understand and overcome individual barriers, including through flexible attendance arrangements. As a result, children establish positive routines, attend regularly and benefit consistently from the learning and relationships the setting provides.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of the setting. Children form secure, trusting relationships with familiar adults. Effective key-person arrangements, family photographs and close partnerships with parents provide continuity and reassurance. Adults know children extremely well and respond sensitively when they need comfort or support. They notice changes in children's behaviour and wellbeing and share important information. As a result, children feel safe, secure and confident to explore and learn.

p.2

Children's welfare and wellbeing Strong standard

Adults help children recognise and manage their different emotions. Children learn ways to calm themselves and communicate how they feel. Regular outdoor play in all weathers helps children develop physical confidence and enjoy being active. Children develop healthy habits and increasing independence through everyday routines. They prepare fruit, pour drinks, wash their hands and clear away after eating. Toothbrushing and conversations about dental care help children understand how to look after their teeth. Growing and harvesting vegetables helps children learn where food comes from and supports discussions about healthy choices. Adults supervise children closely while they eat and carefully follow arrangements for allergies and dietary needs.

p.2

Children's welfare and wellbeing Strong standard

Babies' care reflects their age, stage and individual routines. Adults follow safer sleep procedures, maintain safe sleep spaces and supervise babies closely while they eat.

p.2

Expected standard

Familiar routines, responsive interactions and secure relationships help babies thrive physically and emotionally.

p.3

Achievement Expected standard

Children make progress from their starting points. Babies make progress in their physical development, including moving from crawling or pulling themselves up to walking. They increasingly use sounds, actions and words to communicate. Children who initially find separating from parents difficult become settled, explore confidently and join others in play.

p.3

Achievement Expected standard

Children develop their communication and language. They listen to stories, recall events, predict what might happen next and use words and signs to express their needs. Children with special educational needs and/or disabilities (SEND) develop their attention, communication and participation when support is matched to their needs. Children become increasingly independent. They prepare fruit, pour drinks, wash their hands and clear away after eating. They learn to share, take turns, solve problems, manage their feelings and ask for help. These skills help prepare children for school and their next stage of learning.

p.3

Achievement Expected standard

Disadvantaged children are supported to attend and participate alongside their peers. Children known to social care benefit from continuity of support. However, leaders cannot yet show clearly enough the longer-term progress of children with SEND, disadvantaged children and children who speak English as an additional language. This means that support may not be changed quickly or precisely enough to help these children make the best possible progress over time.

p.3

Curriculum and teaching Expected standard

Leaders shape the Little Gems curriculum around belonging, communication, contribution, exploration and wellbeing. They find out about children's starting points and interests from families and six-week baselines. Leaders reflect on what works. For example, familiar cars and ramps were kept because returning children immediately re-engaged with them, and less successful activities are changed.

p.3

Curriculum and teaching Expected standard

Adults use children's experiences to make learning meaningful. Children's conversations about journeys led to road building, where they learned about direction, solved problems, took turns and worked together. In the garden, children learned how plants grow and later picked tomatoes and peppers they had grown. Adults used this to develop children's understanding of healthy food and where it comes from. Stories and songs develop language too. Children predict what might happen next, recall earlier events and learn words and signs to ask for help.

p.3

Curriculum and teaching Expected standard

Physical, personal, social and emotional development are woven through the day. Children play outdoors in all weather, practise self-care and learn to wait, cooperate and manage their feelings. Babies develop movement and early communication through floor play, songs, rhymes and responsive interaction. Adults adapt teaching so children with special educational needs and/or disabilities and other barriers can participate. They use individual next steps to decide what children need to learn next. Adults also consider the needs of disadvantaged children and children known to social care when planning experiences and transitions, so that they can take part and continue their learning.

p.3

Curriculum and teaching Expected standard

However, leaders have not yet fully set out how learning builds across all seven areas, and this is not consistently understood when children move rooms or staff are new. As a result, adults do not always build precisely enough on what children already know and can do. This means that some children may not make as much progress as they could across all areas of learning.

p.4

Inclusion Expected standard

Leaders get to know children and families from the start. They use conversations, six-week baselines, information from parents and advice from specialists to understand what each child needs. Clear plans and next steps help staff know how to support children. Training, induction and regular discussions help staff understand children's individual needs and make suitable changes to their care and learning.

p.4

Inclusion Expected standard

Children with special educational needs and/or disabilities are supported throughout their day. Familiar adults, flexible routines and changes to communication and the environment help children overcome barriers and take part alongside their friends. Leaders work closely with families, schools and other professionals. Parents contribute to reviews and share the progress they see at home. This joined-up approach is helping children communicate more, grow in confidence and join in for longer. Children who speak English as an additional language hear clear, repeated words supported by signs and pictures. Adults help children progress from single words to short phrases and value their home languages through familiar songs and experiences shared from home.

p.4

Inclusion Expected standard

Leaders use early years pupil premium funding to reduce barriers for disadvantaged children. This helps children attend and take part in experiences alongside their friends. Children known to social care are supported through close work with families, social workers and other professionals, with important information shared when children move rooms or schools.

p.4

Inclusion Expected standard

Leaders review children's progress with families and professionals and change targets as children's needs change. However, they have not yet consistently completed and evaluated the full cycle of support. As a result, leaders cannot clearly demonstrate the impact of the support provided or identify which approaches help children make the best possible progress over time.

p.4

Leadership and governance Expected standard

Leaders have a secure understanding of the setting's strengths and areas for development. They are managing significant change as the setting moves from mainly term-time care towards opening all year, alongside changes to staff roles and room arrangements. Leaders are visible and approachable and have maintained a clear focus on children during these changes. Leaders place children's needs at the centre of their decisions. They work closely with families, schools, the local authority and other professionals. This supports disadvantaged children, children with special educational needs and/or disabilities, children known to social care and those facing other barriers. Leaders have also reviewed recruitment arrangements and strengthened interview procedures. Staff feel valued and supported. Leaders consider workload and family commitments when making staffing decisions. Flexible working has helped retain experienced staff, while external human resources advice and confidential

p.4

Leadership and governance Expected standard

counselling provide further support for staff wellbeing.

p.5

Leadership and governance Expected standard

Leaders use induction, supervision, staff meetings, training and peer observations to develop staff knowledge and practice. They also carry out audits and follow up identified actions. However, leaders do not yet evaluate clearly enough how this work improves practice. They have not yet ensured that all staff, including those who are new to the setting, use key information about children and the curriculum consistently enough. This means that improvements may not always have a clear impact on children's learning and progress.

p.5

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

Children are welcomed into a warm, calm setting. Familiar adults, family photographs and links with home help children settle and feel that they belong. Visual prompts, familiar songs and clear routines help children understand the day and move confidently between activities. They practise waiting, sharing, asking for help and calming themselves. Children learn to treat others gently, helpfully and respectfully. When disagreements begin, they receive calm support to resolve them. Children become increasingly able to cooperate, manage their feelings and return to play.

p.5

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

Children are curious and keen to join in. Holiday photographs and shells prompt children to talk, compare, measure and explore. Stories and songs help them listen, remember, predict and share ideas. Road building and sensory play give children time to solve problems, work with friends and keep trying. Outdoor learning is an important part of children's experience. They learn how plants grow, harvest vegetables and play outside in all weather. Babies develop movement, sounds and early social skills through floor play, songs, stories and sensory experiences. Older children use mathematical language, solve problems with friends and prepare for school.

p.5

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

Children with special educational needs and/or disabilities and children who face other barriers participate alongside their friends because communication, routines and the environment are adapted to meet their needs. Disadvantaged children take part in the life of

p.5

Address:

37a Mount Pleasant Road Aldershot GU12 4NW the setting through flexible attendance arrangements and practical support. Regular attendance helps children benefit consistently from the setting's experiences and relationships. Across the setting, children prepare food, pour drinks, wash their hands and clear away. Safe sleep arrangements, close meal supervision, allergy controls, toothbrushing and conversations about visiting the dentist help children develop healthy habits. Secure relationships help children feel safe, develop confidence and independence, enjoy learning and become ready for what comes next.

p.6

Next steps

Leaders should complete and evaluate the full cycle of monitoring and reviewing support for children with special educational needs and/or disabilities, so that they can demonstrate its impact on children's progress and make changes when needed. Leaders should consistently evaluate the quality and impact of professional development and oversight, so that children benefit from consistently effective teaching and support. Leaders should ensure that all staff receive and use key information about children and all seven areas of the curriculum, so that teaching builds on what children know and can do and helps them make strong progress across all areas of learning.

p.6

About this inspection

The inspector spoke with leaders, staff, 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. Type: Childcare on non-domestic premises

p.6

About this inspection

Registered person: Little Gems Aldershot ltd

p.7

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

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.8

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