Little Learners Day Nursery
Little Learners Day Nursery is a day nursery in Surrey for children aged 1 to 4, with 32 registered places. Ofsted report card, 12 January 2026: Needs attention in 6 areas; safeguarding standards met.
Beaumont Primary School, Old Lodge Lane, Purley, Surrey, CR8 4DN
Little Learners Day Nursery is at Beaumont Primary School.
Key facts
- Type
- Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 1 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 32 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 15 December 2011 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Source: Ofsted report, inspection on 12 January 2026
Who runs it
Little Learners Day Nursery is run by JLB Childcare Limited (Ofsted register).
Latest inspection
- Inclusion: Needs attention
- Curriculum and teaching: Needs attention
- Achievement: Needs attention
- Behaviour, attitudes and establishing routines: Needs attention
- Children's welfare and wellbeing: Needs attention
- Leadership and governance: Needs attention
- Safeguarding standards met
Source: Ofsted, inspection on 12 January 2026. Contains public sector information licensed under the Open Government Licence v3.0.
What it's like to be a child at this setting
Children and their parents receive warm welcomes. Information is shared with staff at the door as they arrive. Children enter happily, and most of them quickly join in with activities. Some children who have recently started nursery settle in very quickly. They engage in learning independently and adjust promptly to new routines. Staff are aware of the individual care needs of children. This helps them to manage routines such as changing nappies and toileting effectively. Some routines for younger children, such as preparation for sleep times, are not well organised.
Children have access to a wide range of accessible resources to help support their development across all areas of learning. Activities are planned so that all children experience what is on offer, regardless of their attendance patterns. Children have frequent opportunities to play in the fresh air. They use outdoor equipment safely and confidently. Children show that they develop their physical skills well from an early stage. Toddlers strengthen their muscles and build stamina as they climb steep slopes. Some children with special educational needs and/or disabilities make good progress from their starting points. They interact well with others and improve their communication and language skills. However, teaching for quieter or less confident children, or for those who speak a language other than English at home, is less effective. This hinders the ability of some children to become fully involved in learning opportunities. They do not, therefore, make the progress that they are capable of.
Staff help children to develop their independence as they get ready for outdoor play. Children play cooperatively and share resources. Their ideas and interests are acknowledged by staff. This helps children to develop positive social skills. Despite occasional weaker teaching, children learn the basic skills that they need for their next stage of learning or move on to school.
What Ofsted found in each area
Inclusion: Needs attention
Senior leaders do not consistently share information that is received from external professionals. Despite the arrangements to monitor the learning and progress of children with special educational needs and/or disabilities (SEND), staff are sometimes unaware of important information about other children. Staff are therefore unclear how to support all children or address potential barriers to their learning effectively. Leaders use additional funding effectively to provide resources that focus on children's developmental needs and help them to better engage in learning. Staff identify children who may be at risk of falling behind in their learning. Children with identified SEND are referred to more specialist services, when required. Staff also benefit from the additional support that they receive from external SEND advisors. Staff review the progress that children with SEND make, with the involvement of parents. This helps them to share ideas and agree how to address emerging concerns. Some children with SEND make significant progress with their communication and language skills. They confidently engage with staff or their peers during play and express themselves increasingly well.
Curriculum and teaching: Needs attention
Teaching is not adapted well for all children. For example, staff do not support quieter children in expressing their views or encourage them to get involved in group activities. Leaders recognise some aspects of the curriculum that are not working well enough to support children's learning. They speak of planned improvements to the role-play area to increase opportunities for children to use their imagination and develop their social skills as they interact with one another. Staff accurately assess children's learning and share this with parents. However, the languages that children speak or hear at home are not considered as staff plan and implement the curriculum for communication and language. Staff know how to carefully order learning for children. For example, they explain activities to develop children's dexterity and muscle strength in their hands prior to the introduction of a new woodworking shed. This will help children to go on to safely manage more complex tools, such as palm drills. Staff sing counting songs and support children to sort and match items. This helps children to develop mathematical awareness and an understanding of number. Gaps in the development of some children with special educational needs and/or disabilities close quickly as they are introduced to regular and meaningful conversations with their older peers.
Achievement: Needs attention
Some children who are quiet or new to the setting do not receive the support from staff that they need to fully engage with and enjoy activities. This hinders their progress. Nonetheless, children learn the skills they need to move on to the next stage of their learning. Toddlers explore books and their older friends sing spontaneously as they play. The speaking skills of some children with special educational needs and/or disabilities quickly improve. Children who are confident speakers eagerly use props and act out characters from familiar books. Most children develop their communication and language effectively, though some do not progress as expected in their speaking skills. Children of all ages use their bodies well as they play outdoors. Toddlers practise walking up steps and finding different ways to safely come down slopes. Their older friends use their large muscles to move wheeled toys around at speed. Children show their independence by pouring drinks and serving themselves pasta at lunchtime.
Behaviour, attitudes and establishing routines: Needs attention
Children who are older and/or more able to complete complex tasks do not have enough opportunities to think things through and solve problems for themselves. Staff do not intervene or offer more complex tasks when they occasionally overwhelm their quiet or less confident peers during activities. Staff demonstrate warm and positive interactions with children. However, they do not clearly explain to children the possible impact of their actions on others, such as when they swing toys around close to their friends. Children who are new to the setting do not receive consistent support to help them understand what will happen next. For instance, they wander around and look confused during preparations for sleep time. Some routines are managed smoothly, such as when children get ready for outdoor play. Children have plenty of time to put on their waterproof clothing, and staff acknowledge children's attempts to dress themselves. Staff know children's attendance patterns, and parents understand the nursery protocols for reporting absences. This helps to maintain children's regular attendance.
Children's welfare and wellbeing: Needs attention
At times, children wander around with runny noses as staff do not recognise the need to wipe their noses. In addition, sleep mattresses are positioned very closely together. This causes both children and staff to walk over beds as children are encouraged to settle down for sleep. This increases risks to children's health, safety, and wellbeing. Staff are sometimes not made aware of important information about children. This limits their ability to accurately evaluate children's wellbeing or consider how to address potential barriers to their development. That said, children arrive happily and some of them proudly show off items from home. Some children have personalised books that show photos of their family members. This contributes to their emotional security. Children's efforts are acknowledged by staff, who develop warm relationships with children and know them well. Staff handle children respectfully as they manage their personal care. This helps children to understand that they have control over their bodies. Staff agree with parents on nappy-changing and toilet-training arrangements so that children experience what happens at home. Children enjoy nutritious meals that reflect their dietary requirements. Staff support children as they wash their hands before eating or after messy play. Staff assess and manage risks appropriately as they plan to introduce children to woodwork activities.
Leadership and governance: Needs attention
Leaders promote the take-up of targeted funding well with parents. However, this has not led to consistently positive outcomes for all children. Staff receive support and training to help them become more effective in their roles, but the impact of this is variable. Leaders do not check that activities and routines consistently meet the needs of children who speak English as an additional language, less confident speakers, or those who would benefit from more complex tasks. Leaders do not monitor and review the quality of teaching sufficiently well to identify that some children make limited progress with their communication and language over time. Although some children with special educational needs and/or disabilities progress well with their communication and language development, some other children do not. Leaders work collaboratively with other agencies and make required notifications. However, important information about children is sometimes not shared with key staff to help them respond promptly to any issues or concerns about a child's welfare. When necessary, leaders sensitively discuss and implement agreed support plans to improve the performance of staff. They consider staff's wellbeing as part of the process and use technology to manage workloads. Leaders seek feedback from parents and take account of staff's views to help address concerns and make improvements.
Ofsted's words, from the report on the inspection on 12 January 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
Inspection history
Ofsted report cards (England, from November 2025)
Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.
The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.
Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.
Source: Ofsted reports
Funded childcare hours in England
All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.
Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.
Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.
The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.
Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)
Other nurseries nearby
- Purley Day Nursery & Montessori Centre - Day nursery, Purley CR8 4AA, 90 places, under 0.1 miles
- Monkey Puzzle Purley - Day nursery, Purley CR8 4HD, ages 1 to 4, 79 places, 0.5 milesOfsted, 14 April 2025: Good overall; safeguarding is effective
- CURIOUSMINDS MONTESSORI LTD - Day nursery, Purley CR8 2DL, ages 2 to 4, 20 places, 0.7 milesOfsted, 21 February 2025: Good overall; safeguarding is effective
- Purley Children's Nursery - Day nursery, Purley CR8 3AJ, ages 0 to 4, 67 places, 0.8 milesOfsted report card, 3 February 2026: Expected standard in 6 areas; safeguarding standards met
- Bright Horizons Coulsdon Day Nursery and Preschool - Day nursery, Coulsdon CR5 2RA, ages 0 to 4, 84 places, 0.9 milesOfsted, 18 September 2025: Good overall; safeguarding is effective
Schools nearby
- Beaumont Primary School - Primary, 0.2 miles
- St Nicholas School - Special, 0.2 miles
- Abingdon House School Purley - Special, 0.6 miles
- Harris Primary Academy Kenley - Primary, 0.7 miles
- New Valley Primary School - Primary, 0.8 miles