Little Learners

Little Learners

Unique reference number (URN): EY557948 Address: St. Michael's Church & Hall, Cobham Close, London, Surrey, SW11 6SP Type: Childcare on non-domestic premises Registered with Ofsted: 27/03/2018 Registers: EYR Registered person: The Little Learners Group 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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Achievement Strong standard

All children make excellent progress from their individual starting points and develop the knowledge, skills and confidence they need to thrive. Babies and toddlers develop strong communication and language skills, using an increasing range of words and gestures to express their needs, ideas and feelings. They confidently explore their environment, developing curiosity, physical skills and an understanding of the world around them.

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Achievement Strong standard

Children develop their communication, thinking and problem-solving skills through rich experiences. They confidently use language to express their ideas, develop early mathematical understanding, and show growing independence and persistence as they investigate, experiment and solve problems. Children with special educational needs and/or disabilities, and those previously known to social care, make meaningful progress and develop increased confidence and independence. Children develop positive relationships, communicate effectively and increasingly manage their own needs. They leave the setting as confident, capable and enthusiastic learners, well prepared for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Children show they feel happy, settled and secure. Warm, caring relationships help all children feel safe and confident. Staff consistently support children to understand routines through gentle explanations, visual prompts and the use of signs. This creates a calm, harmonious environment where children know what to expect, and which supports their emotional security.

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Behaviour, attitudes and establishing routines Strong standard

Staff use highly effective strategies to support children's behaviour. They take time to listen to children and help them to explore their feelings and emotions. Children learn to take turns, share resources and show kindness towards one another. Staff model respectful interactions, such as asking permission before helping children with their personal care. The environment remains calm and purposeful because staff anticipate children's needs and support transitions extremely well. Staff encourage children's independence at every opportunity and children beam with pride as they learn new skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff work hard with parents and carers to build strong partnerships and rigorously monitor children's progress to support continual improvements. Attendance is promoted and sensitive discussions are held with families to encourage punctuality to ensure children do not miss valuable learning.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is prioritised at all times. Staff have a strong understanding of each child's emotional needs and respond sensitively, offering comfort, reassurance and encouragement. Staff have completed useful training on meeting the needs of babies as the provision has recently been adapted to offer care for younger children. Key people work extremely closely with families to ensure all children feel secure and supported, helping them settle quickly and make excellent progress.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise and manage their emotions through consistent routines, sensitive interactions and extremely positive guidance. Staff help children understand how their actions might affect others and encourage kindness, empathy and respect.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are embedded. Children wash their hands before meals and enjoy nutritious meals and snacks. Children learn about the importance of oral health through planned activities that promote good dental hygiene. Outdoor play is given high importance. Children benefit from ample opportunities to be physically active while exploring nature and developing coordination, balance and confidence. Staff carefully manage risks, ensuring children stay safe in the sun and remain well hydrated throughout the day. Effective risk assessment and maintaining high ratios supports children's safety and welfare, enabling all children to thrive.

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Curriculum and teaching Strong standard

Leaders have developed a highly successful curriculum that is ambitious, responsive and matched closely to the needs of the children who attend. Staff understand how very young children learn and provide meaningful experiences that build knowledge over time. Teaching is adapted well to meet children's differing needs, ensuring all children, including those with special educational needs and/or disabilities and disadvantaged children, can access learning successfully.

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Curriculum and teaching Strong standard

Communication and language support is a particular strength. Staff read stories throughout the day, using expressive voices, repetition and rich vocabulary. Children snuggle in closely, listen intently and eagerly request stories again. Staff extend thinking through open-ended questions and imaginative prompts.

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Curriculum and teaching Strong standard

Outdoor learning is highly effective. Children count bubbles, compare sizes and explore textures. Staff introduce early maths naturally through play, such as counting stepping stones, naming colours and describing shapes. 'Bucket time' sessions are fun and purposeful. Children explore torches, feathers and animals, learning new concepts, such as light, texture and positional language. Staff are animated and skilled, capturing children's attention and supporting turn-taking. Teaching is consistently adapted for younger children to support their confidence, curiosity and sustained engagement.

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Inclusion Strong standard

Leaders create an exceptionally inclusive culture where every child is understood and valued as an individual. Staff identify children's needs early and work closely with families and external professionals to ensure support is timely and effective. Carefully considered targeted plans are implemented, and teaching is adapted thoughtfully so that all children build their confidence and make the best possible progress they are capable of making.

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Inclusion Strong standard

Leaders regularly review children's progress and evaluate the impact of interventions, making changes where necessary to ensure support remains highly effective. Staff receive regular, high-quality training on inclusive practice, enabling them to confidently meet children's diverse needs. Pictorial prompts and the use of sign language support all children's communication and language, independence and participation.

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Inclusion Strong standard

Parents and carers speak highly about the intense support they receive which they greatly appreciate. They value the opportunity to attend workshops delivered by staff where they receive practical guidance on how to support children's communication and language at home. This shared approach ensures children develop confidence and make excellent progress form their individual starting points.

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Leadership and governance Strong standard

Leadership is reflective, child-centred and driven by a strong commitment to high-quality care and education for all children. Leaders and managers are excellent role models. They set clear expectations, model best practice and create a culture where staff feel confident, supported and motivated. They adapt the provision thoughtfully in response to family needs, ensuring it remains supportive and responsive to the community it serves.

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Leadership and governance Strong standard

Staff wellbeing is actively prioritised. Staff describe feeling valued, listened to and supported, contributing to a stable, positive culture where many choose to remain long term. Professional development is purposeful and well planned. Training in babies' emotional development, sign language and communication and language strengthens staff expertise and enhances the quality of teaching.

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Leadership and governance Strong standard

Leaders evaluate practice closely, using supervision, team meetings and curriculum monitoring to identify strengths and areas for development. They have recently reviewed the physical development opportunities for babies and identified the need for increased indoor provision to support babies' physical confidence and mobility. Leaders continue to reflect on practice and consider how provision can evolve to meet children's needs effectively. They ensure strong partnership working with parents and other professionals, which supports the high standard of care and education that children receive.

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

Children flourish in this warm and nurturing environment. They arrive happily, greeted by staff who know them well and respond sensitively to their interests, communication and emotional needs. Children feel safe, supported and valued, which gives them the confidence to explore, participate and express themselves. Staff listen closely to children's ideas and use these to shape meaningful experiences throughout the day.

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Inspector:

Laura Brewer Outdoor learning is a central part of children's experience. They spend time exploring natural spaces, taking part in woodland walks where they collect leaves, notice seasonal changes and observe wildlife. These opportunities nurture curiosity, physical confidence and a strong connection to nature.

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Inspector:

Indoors, children enjoy sensory play, stories, music and movement. They develop independence through everyday routines, supported by staff who model language, encourage problem-solving and celebrate children's achievements. High staff ratios mean children often receive individual, targeted support. Staff tailor interactions carefully, helping children build communication skills, regulate emotions and develop secure relationships with friends and adults.

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Inspector:

The environment is highly inclusive for children who attend. Children see themselves reflected in resources, photographs and displays, helping them feel a strong sense of belonging. They build trusting relationships with staff, snuggle in for stories, repeat new words with pride and show delight in discovering what they can do.

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Inspector:

Partnerships with parents and carers are strong. Families feel welcomed, informed and involved, and staff work closely with them to support children's development and wellbeing. Children thrive because they experience consistent care, rich learning opportunities and a setting that places their needs at the centre of everything it does.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, those responsible for safeguarding and special educational needs and/or disabilities, parents and carers, 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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Address:

St. Michael's Church & Hall Cobham Close London Surrey SW11 6SP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Little Learners Group Ltd.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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