Little Learners Preschool

What is it like to attend this early years setting?

Leaders and staff at Little Learners Preschool create a warm, welcoming environment, where children are happy, confident and ready to learn. Children show excitement and engagement as they join their friends, self-register on arrival and choose their play. Staff provide a range of stimulating and inviting activities, including creative, role play, outdoor, and sensory experiences, supporting children's development across all areas. Staff know children well and form strong, positive bonds, offering support and reassurance throughout the day. This includes encouraging independence through daily routines, supporting turn-taking and sharing using timers and visual aids. Staff also offer cuddles when children are upset, which promotes emotional security and confidence.

Leaders plan a broad, inclusive and sequenced curriculum, adapting activities to children's individual learning needs and stages. Staff use observations and assessments to inform teaching, helping children develop knowledge, skills and independence in preparation for school. Children demonstrate positive behaviour, understand expectations and follow rules. Staff act as calm, respectful role models, supporting social skills and kindness. For example, staff check children's understanding and encourage polite interactions. Children's views are valued, and staff ensure they are listened to and supported in their learning and daily routines.

What does the early years setting do well and what does it need to do better?

• Overall, the setting has a dedicated team providing high-quality care and education. Leaders offer mentoring, training and curriculum development to staff. Staff state that this boosts their confidence and skills. This ensures children receive consistent support, promoting their learning, development and well-being.
• Overall, staff know the children well and provide a balance of child-initiated and adult-led activities. Children enjoy exploring resources independently. They develop coordination and early writing skills through activities, such as manipulating pipe cleaners, glue sticks and mark making. Young children explore emotions using picture cards. However, during group times, staff do not consistently engage all children, which can result in some children becoming restless and less focused on the learning experience.
• Since the last inspection, leaders and staff have focused on developing children's independence. Staff support children to serve themselves at mealtimes, clear their spaces, manage self-care, and put away toys and equipment. These experiences help them become confident, capable learners and foster a sense of responsibility and belonging within the setting.
• Staff promote healthy attitudes by holding parent workshops on nutrition and the effects of sugary drinks. They also embed regular drinking sessions into daily routines, reminding children to drink water. This supports children in developing healthy habits and understanding the importance of hydration.
• An effective key-person system is in place, and staff have a thorough understanding of each child. They complete regular observations and assessments to inform planning and support learning. Leaders and staff use this information to ensure early intervention is provided, helping all children to make good progress. For children with special educational needs and/or disabilities (SEND), leaders work closely with parents and external professionals to plan tailored support. This ensures that each child's individual needs are effectively met.
• Staff read stories with enthusiasm, effectively capturing children's interest and encouraging participation through acting out narratives. They provide rich opportunities for discussion, questioning and engagement with books. However, some aspects of early literacy teaching are not consistently developmentally appropriate. For example, staff occasionally introduce letter names and sounds out of sequence, rather than following the structured progression for teaching children to read. This can hinder children's early literacy development.
• The setting has strong partnerships with parents. Parents report that their children are happy, have settled well and are making good progress in their learning and development. Staff keep parents informed about the planned curriculum and provide ideas to extend learning at home. Leaders also invite parents to events and celebrations, fostering a sense of community and involvement in the setting.
• Staff lead daily physical activity sessions targeting skills, such as throwing, catching and teamwork, tailored to children's developmental stages. A weekly football coach reinforces turn-taking, kicking and scoring. This develops children's core strength, coordination and confidence while promoting active, enjoyable play.

What the setting must and should do next

The provider should:

• review group activities to deepen children's level of engagement and maintain purposeful teaching
• review the teaching of early literacy skills so that all children benefit from consistently high-quality learning experiences.