Little Gems Hanworth

Little Gems Hanworth

Unique reference number (URN): 2855075 Address: Hanworth Community Association, The Pines Community Centre, Hanworth Road, Bracknell, RG12 7WX Type: Childcare on non-domestic premises Registered with Ofsted: 23/07/2025 Registers: EYR Registered person: Taylor, Gemma

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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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Achievement Expected standard

Children typically make progress from their starting points. Staff know children well and help them develop the skills they need for their next stage of learning. Younger children become more independent as they learn to sit with others, wash their hands, feed themselves and ask for help.

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Achievement Expected standard

Children who need extra support are helped to take part in routines and learning alongside their peers. Some children use signs, visual prompts, sounds or simple words to communicate. This helps them to express their needs, make choices and join in more successfully. Children also develop physical confidence through outdoor play, balance activities and opportunities to move in ways that suit their stage of development.

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Achievement Expected standard

Older children begin to prepare for school as they become more independent, develop their emotional awareness and take part in early literacy activities, such as mark making. However, leaders and staff do not yet monitor children's progress consistently enough across the setting. This means they cannot always show clearly how well children progress across all areas of learning over time.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to familiar routines and positive reminders. Staff use simple language, praise and visual prompts to help children understand expectations, such as being kind, walking safely and listening to others. Children take part calmly in group times, songs, stories, outdoor play and mealtimes. They are encouraged to share, use manners and play alongside others.

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Behaviour, attitudes and establishing routines Expected standard

Staff know when children need extra help to manage routines or emotions. They adapt expectations, use visual support and give children time and space to join in when they are ready. For example, some children use sensory spaces, timers and visual prompts to help them understand turn-taking and routines. Staff also notice quickly when children become frustrated and redirect them calmly. This helps children to feel secure and included. Routines also support children's independence.

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Behaviour, attitudes and establishing routines Expected standard

Children move between indoor and outdoor activities, collect their lunch boxes and water bottles, and ask adults for help when needed. Staff communicate clearly when children move between areas, so children remain safely supervised. Leaders promote attendance and follow up on any absences promptly. They work with parents and carers when attendance patterns raise a concern, and this has helped improve attendance. This supports children to benefit from regular routines and learning. However, leaders have not yet ensured that expectations for supporting children's behaviour and routines are understood consistently across the setting. This means children may not always receive the same support as they move between rooms and routines.

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Children's welfare and wellbeing Expected standard

From the outset, staff gather detailed information from parents and carers about children's home routines, sleep, feeding, allergies and comfort needs. They use this information to help children settle and to provide care that reflects children's individual needs. Parents value the home visits because children meet familiar adults before they start. This helps children to build warm and trusting relationships with staff.

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Children's welfare and wellbeing Expected standard

Babies and younger children are supported well through familiar routines. Staff complete regular safe-sleep checks, keep sleep records and know children's individual feeding and comfort arrangements. They share helpful daily information with parents about sleep, food, nappies and care. When children find settling or rest more difficult, staff adapt routines and give reassurance.

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Children's welfare and wellbeing Expected standard

Staff are attentive when children need extra care. They use quieter spaces when children are unsettled or unwell and work with parents and other professionals when concerns about health, feeding or physical development arise. This helps children feel secure and supported. Children learn about hygiene and independence through everyday routines such as handwashing and managing simple self-care. However, information about children's individual care needs and the approaches that support them is not always shared clearly enough across the setting. This means that children's care may not always be as consistent when different staff support them.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum around broad themes, children's interests and what staff know about children's needs. Staff use daily routines, group times, outdoor play and care moments to support learning. Children learn about themselves, their families and their bodies through songs, stories, practical activities and outdoor play. Staff use repetition, signs and visual prompts to build children's vocabulary and help them to communicate.

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Curriculum and teaching Expected standard

Teaching supports children's personal, social, emotional and physical development. For example, children practise handwashing, feeding themselves, sitting with others and managing simple routines. Outdoors, children balance on low equipment, explore sand and messy play, and respond to staff's questions that encourage them to think and try things out. Staff introduce early mathematical language during routines and play, such as counting, size, space and comparison.

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Curriculum and teaching Expected standard

Staff adapt teaching so disadvantaged children, those with special educational needs and/or disabilities and children who face other barriers can take part alongside their peers. However, leaders have not yet made the mathematics curriculum explicit enough, particularly for older children preparing for school. More broadly, the curriculum is not yet sequenced clearly enough across the whole setting, so teaching does not always build as precisely as it could on what children already know and can do.

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Inclusion Expected standard

Leaders and staff know children and families well. They use what they learn from parents and carers, their own observations and other professionals to identify when children may need extra help. This helps children who face barriers to learning or wellbeing take part in routines and experiences alongside their peers. Staff adapt the environment, routines and teaching so children can access play, group times, outdoor learning and mealtimes in ways that work for them. Children with special educational needs and/or disabilities are welcomed and included. They are supported to communicate, make choices and join in with others in ways that respect their individual needs. Staff understand children's family circumstances and use this knowledge sensitively to support children's wellbeing.

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Inclusion Expected standard

Leaders use early years pupil premium to strengthen children's experiences and support. This helps disadvantaged children access resources, routines and adult support that help them to make progress from their starting points. Leaders and staff work sensitively with parents, the designated safeguarding lead and other professionals to support children known or previously known to children's social care. However, leaders do not yet review the impact of support consistently enough. This means they cannot always show clearly how well barriers are reducing or how support is helping children to make sustained progress over time.

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Leadership and governance Expected standard

Leaders understand the setting's context and are ambitious for children. They have taken steps to strengthen safeguarding, staff checks and training oversight. Staff know how to report concerns, and leaders have clearer systems to check recruitment, training and first- aid information. This helps to keep children safe.

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Leadership and governance Expected standard

Leaders know children and families well. They work positively with parents and carers and other professionals, including when children have special educational needs and/or disabilities or face other barriers to their learning or wellbeing. Parents value the home visits, daily communication and information about children's learning. Leaders use additional support and resources to help children access routines and learning.

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Leadership and governance Expected standard

Leaders support staff through regular discussions and wellbeing checks. They know where practice is developing and have started to improve how information is shared across the setting. However, leaders do not yet have a clear enough shared overview of priorities and expectations for all staff. They also do not check the impact of support consistently enough. This means staff do not always have the same secure understanding of what needs to improve and how this will help children make progress. Apprentices also need more focused coaching so they support children's learning and care more securely.

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

Children are welcomed into a caring setting where they settle into familiar routines and develop warm relationships. They enjoy songs, stories, outdoor play and practical activities. They choose resources that interest them, make decisions about their play and spend time alongside others. Familiar routines help them to know what happens next and feel secure throughout the day. Children with special educational needs and/or disabilities take part in activities and routines alongside their peers. They use signs, visual prompts and sensory resources to help them communicate, make choices and join in. They can use quieter spaces when they need them and take part in routines in ways that meet their individual needs. Those who need additional support make progress in their communication, independence, physical development and confidence.

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

Children develop a strong sense of belonging. They become familiar with the setting through positive settling-in arrangements and transitions. They form warm and trusting relationships and seek reassurance when they need it. Parents and carers say that their children are happy to attend. Children learn to be kind, share and follow familiar routines. They begin to understand what is expected of them and develop positive relationships with others. They enjoy being active and move freely between indoor and outdoor experiences. Outdoors, they explore sand, construction and physical equipment. They develop their physical confidence as they balance, move around the space and learn to take safe risks. Quieter areas give them opportunities to enjoy books or take time away from busier play.

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

Children develop useful skills for their next stage of learning. They become increasingly independent during everyday routines, including mealtimes. They communicate their needs, make choices, ask for help and learn to do more for themselves. Through these everyday experiences, they grow in confidence and develop the skills they need to move on to their next stage of learning.

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Next steps

Leaders should strengthen how they monitor the impact of support, so children make secure progress from their starting points.

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Address:

Hanworth Community Association The Pines Community Centre, Hanworth Road Bracknell RG12 7WX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 09:00 - 15:00,Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 08:00 - 16:00

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Facts and figures used on inspection

Leaders should strengthen all staff's shared understanding of priorities and expectations, so children receive consistent support across rooms and routines. Leaders should strengthen coaching and supervision of all staff, including apprentices, so children benefit from more secure teaching, care and support for their next steps.

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About this inspection

The inspector spoke with leaders, staff and parents 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. 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. 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

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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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