Little NipperzOfsted report card, 15 Sept 2026

Little Nipperz

Unique reference number (URN): 2815033 Address: Merrylands Primary School, Cumberland Drive, Basildon, SS15 6QS Type: Childcare on non-domestic premises Registered with Ofsted: 17/10/2024 Registers: EYR, CCR, VCR Registered person: Little Nipperz 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

Children feel safe, secure and happy in this welcoming setting, where routines are firmly embedded and consistently followed. Expectations for behaviour are clear, age-appropriate and understood by all children. Staff provide continuous nurturing support and guidance, helping children to develop a strong understanding of boundaries and behavioural expectations. As a result, children behave remarkably well and demonstrate high levels of respect, kindness and consideration towards both adults and their peers. For example, younger children enthusiastically explore construction resources to create their own structures. Skilled and nurturing staff support them in using the resources correctly, encouraging problem-solving, cooperation and the sharing of materials. Children respond positively to guidance, follow instructions attentively and display impressive levels of patience, self-control and perseverance.

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Behaviour, attitudes and establishing routines Strong standard

Staff are highly attentive and responsive to children's individual needs. Any instances of minor challenging behaviour are addressed promptly, sensitively and consistently. Staff adapt their interactions effectively, helping children to understand the consequences of their actions and supporting them to make positive choices. These experiences strengthen children's social skills, foster meaningful friendships and help to build emotional resilience and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established robust systems to monitor children's attendance and work closely in partnership with the school to promote consistent attendance and punctuality. Children enjoy attending the setting because of the stimulating experiences and exciting opportunities available to them. They thrive in the calm, nurturing environment, where they feel valued, supported and eager to learn.

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Children's welfare and wellbeing Strong standard

Children thrive in the warm, welcoming and stimulating environment created by staff and leaders. They feel safe, valued and included, enabling them to settle quickly and develop a secure sense of belonging. Well-established routines support children in feeling secure and confident as they move through the day. Children are eager and enthusiastic learners who enjoy exploring the wide range of engaging resources and activities available to them. They make independent choices about their play and learning and confidently express their ideas and interests. Staff are highly responsive to children's suggestions and skilfully incorporate these into planned experiences, ensuring learning remains meaningful and child-centred.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of healthy lifestyles. During mealtimes, they confidently follow established hygiene routines before independently selecting from a range of healthy food options. Staff reinforce children's understanding through meaningful conversations about healthy eating, encouraging them to share their thoughts and preferences. For example, children eagerly discuss their favourite pizza toppings while learning about nutritious food choices. Children form warm, trusting relationships with staff, who are highly attentive and responsive to their emotional wellbeing. Staff know children well and provide tailored support to meet their individual needs. For example, children with special educational needs and/or disabilities have access to calm, nurturing spaces where they can manage their emotions alongside favourite activities and resources that provide comfort and reassurance. Staff also

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Children's welfare and wellbeing Strong standard

respond swiftly and sensitively to children's medical needs, administering first aid with care and compassion while offering emotional reassurance. As a result, all children, including those with additional needs and barriers to learning, feel safe, supported and valued. They develop emotional resilience, growing confidence, and positive attitudes towards themselves and others in this nurturing environment.

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Inclusion Strong standard

Staff and leaders are highly skilled and experienced. They implement robust systems and work proactively with parents, carers and other professionals to develop a thorough understanding of each child's individual needs. Before children join the setting, staff and leaders prioritise meeting with families to gain valuable insight into children's interests, strengths and support needs, while maintaining a clear focus on desired outcomes. Through ongoing professional development and effective multi-agency collaboration, staff are well equipped to identify emerging needs and provide timely support for children with special educational needs and/or disabilities (SEND). They respond sensitively and expertly to each child's individual circumstances, offering guidance, reassurance and encouragement to both children and their families.

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Inclusion Strong standard

Staff and leaders ensure that school support plans are implemented consistently and effectively in the setting, helping children with SEND make meaningful progress towards their individual goals. Inclusion is at the heart of the setting's practice. Leaders and staff demonstrate remarkable commitment to supporting children with SEND, including those who may not have settled successfully in other settings. By working closely with families, they create a safe, nurturing and highly supportive environment in which every child can thrive. Their unwavering dedication ensures that all children benefit from enriching, inclusive experiences that promote happiness, confidence and success.

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Leadership and governance Strong standard

Leaders are ambitious, reflective and driven by a commitment to continuous improvement. They have a clear vision for the setting and take purposeful action to ensure that children benefit from a highly stimulating, engaging and inclusive environment. Their aspirations for children are shared by the entire team of staff, who are equally committed to securing the best possible outcomes for every child. For example, when children expressed an interest in creating sparkling clothing, staff responded promptly by planning and providing an exciting activity that reflected their interests and encouraged creativity.

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Leadership and governance Strong standard

Leaders foster a positive and supportive culture in which staff feel valued, respected and empowered in their roles. They provide meaningful opportunities for professional development, enabling staff to continually enhance their knowledge and practice. Staff with specialist expertise, including those with extensive experience in supporting children with special educational needs and/or disabilities, actively share their knowledge with colleagues. This collaborative approach strengthens practice across the setting and ensures that children with additional needs receive high-quality, tailored support.

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Leadership and governance Strong standard

Leaders have established positive and effective partnerships with parents, carers and other professionals. Parents speak highly of the inclusive and nurturing environment and praise the dedication of staff and leaders, who consistently go above and beyond to ensure that children are happy, settled and thriving. Partnerships with school leaders are equally effective, promoting a consistent and coordinated approach to meeting children's individual needs. As a result, children benefit from seamless support across all aspects of their care and education.

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Compulsory Childcare Register requirements

This setting has 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 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 are extremely happy, settled and secure in this setting. They arrive confidently, independently place their belongings in designated areas and eagerly engage in activities that interest them. Children benefit from a calm, welcoming and thoughtfully organised environment that is carefully designed to reflect their individual needs, interests and preferences. For example, children with special educational needs and/or disabilities (SEND) enjoy accessing purposefully planned spaces and favourite activities that help them settle quickly and regulate their emotions effectively. They thrive in this highly inclusive environment, where staff implement targeted adaptations and personalised support to meet their individual needs. As a result, all children, including those with SEND, feel valued, respected and fully involved in every aspect of the setting, which significantly enhances their emotional wellbeing and resilience.

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

Children are empowered to make informed choices, supported by nurturing and attentive staff who guide their learning and development. This promotes independence while helping children develop a clear understanding of routines, expectations and boundaries. Children demonstrate high levels of enthusiasm, energy and motivation as they explore a wide range of engaging and stimulating resources, fostering their curiosity and positive attitudes towards learning. For example, children thoroughly enjoy participating in art and craft activities. They show impressive levels of concentration and care as they skilfully experiment with a variety of mark-making tools and materials. Children speak proudly about their creations, while staff skilfully extend their thinking through meaningful conversations that encourage creativity, imagination and self-expression.

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

Children feel safe, secure and confident in this warm and welcoming setting. They quickly form positive relationships with both adults and their peers. During group activities and games, children collaborate effectively, encourage one another and demonstrate kindness and respect. They confidently follow agreed rules, work exceptionally well as a team and show perseverance when faced with challenges. Attendance is promoted effectively through leaders' close partnership with the school, ensuring children attend regularly and participate fully in the setting. Consequently, all children benefit from the rich, nurturing experiences available to them, enabling them to make the most of the learning and development opportunities on offer.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards.

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Address:

Merrylands Primary School Cumberland Drive Basildon SS15 6QS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator 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 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

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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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