Little Meadows Pre-School Ltd
Little Meadows Pre-School Ltd is a pre-school in Langport for children aged 2 to 4, with 26 registered places. Ofsted report card, 22 May 2026: Strong standard in 1 area, Expected standard in 5 areas; safeguarding standards met.
Hambridge Village Hall, Hambridge, Langport, TA10 0AZ
Key facts
- Type
- Pre-school (Sessional day care) (Ofsted childcare register, as at 30 June 2026)
- Ages
- 2 to 4 (Ofsted childcare register, as at 30 June 2026)
- Registered places
- 26 (Ofsted childcare register, as at 30 June 2026)
- Registered
- 25 June 2024 (Ofsted childcare register, as at 30 June 2026)
Opening hours
Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00
Source: Ofsted report, inspection on 22 May 2026
Who runs it
Little Meadows Pre-School Ltd is run by Little Meadows Pre-School Ltd (Ofsted register).
Latest inspection
- Inclusion: Strong standard
- Curriculum and teaching: Expected standard
- Achievement: Expected standard
- Behaviour, attitudes and establishing routines: Expected standard
- Children's welfare and wellbeing: Expected standard
- Leadership and governance: Expected standard
- Safeguarding standards met
Source: Ofsted, inspection on 22 May 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 develop a sense of belonging at the setting that means they feel safe and cared for. Children make suitable progress from their starting points. This includes children with barriers to learning, special educational needs and/or disabilities and those in receipt of early years pupil premium. Children enjoy attending the setting and have positive relationships with responsive staff who are knowledgeable about each child. This means that children benefit from close relationships in which they enjoy interacting with staff and the activities on offer.
Children's engagement is promoted, and children are kept safe with robust processes for attendance at the setting. Each child's uniqueness is valued, and they are supported to flourish, enjoy and have fun here. Children learn about sharing, taking turns and managing their emotions while at the setting. This helps them to learn alongside their peers. For example, children who need support to share toys, find solutions or manage their feelings are supported by staff who play alongside and suggest new strategies, often providing a reassuring presence. This helps children to establish and develop positive behaviour and attitudes to learning.
Children are well prepared for the next stage in their learning or development, such as moving on to school. This includes staff and families who communicate regularly so that information is shared about the children. For example, children benefit from parents and families sharing time at the start of the day to play and settle them in. Children attend events at the school next door, which gives them a sense of the wider world and their community. This also helps them to transition to this setting.
What Ofsted found in each area
Inclusion: Strong standard
Leaders and staff consistently make a difference to all children by meeting their needs. This includes children with barriers to learning, special educational needs and/or disabilities (SEND) and those in receipt of early years pupil premium funding. Close relationships between staff, children and families allow for sharing of information and observations of children, so their needs are swiftly identified and addressed so that all children make consistent progress. For example, support for children with SEND has helped them develop enhanced communication, social and emotional skills.
Within the day, staff are highly attuned to each child so that they have a deep understanding of their individual needs, preferences and likes and dislikes. Staff respond to the changing needs of each child. This includes engagement with outside agencies and partnerships to develop their approach as and when required. Any additional funding received is spent with individual children or groups of children in mind. This means that it further reduces barriers to learning, promotes children's achievement and encourages children to develop further skills.
Curriculum and teaching: Expected standard
Leaders have a reflective and open approach, which means they have an accurate understanding of the quality of their curriculum. Leaders have developed an approach that enables children to make progress in all 7 areas of learning, including communication and language, personal, social and emotional development and physical skills. Leaders and staff take action so that all children can make progress within an approach to curriculum and teaching that is inclusive. This means that the curriculum is accessible to children who receive additional funding and/or may have barriers to learning.
Leaders ensure that the curriculum is typically taught well. Children develop a love of stories and songs and choose their favourite songs to sing and share their favourite books. Children engage in play in which mathematics is taught specifically, such as staff encouraging children to count while stacking blocks, building a house for their dinosaurs and lining up toys. Leaders identify that they should continue to develop their approach to the curriculum so that high-quality teaching and interactions with children are embedded. This would further develop the setting's approach to curriculum and teaching so that it is of a consistently high standard.
Achievement: Expected standard
Children access a curriculum that enables them to make progress towards the next level of their development. This is catered to their own unique needs so that they make age-appropriate development across all areas of the curriculum. The approach used means that children make secure progress against their individual starting points. Due to this, children are prepared for the next stage of development, which includes being prepared for school and having a readiness to learn. For example, speech is supported so that children are able to communicate, and children are encouraged through extra activities to develop an awareness of letters and the sounds they make.
Children who may need extra help, receive additional funding or have special educational needs and/or disabilities are supported well. Children benefit from an inclusive approach that is embedded and addresses the potential barriers to learning.
Behaviour, attitudes and establishing routines: Expected standard
Leaders and staff set high expectations for children's behaviour and attitudes to learning. These are facilitated by and helped by staff and children who have positive relationships, close bonds and a knowledge of each child at the setting. This includes an effective key-person system for each child. Staff are able to adjust their expectations and approach so that it is inclusive for all children. Adaptations by staff to daily activities are done quickly so that engagement in learning is sustained and positive behaviour is maintained.
Punctuality and attendance are promoted to ensure that children remain safe and continue to enjoy and achieve within the setting. Leaders regularly review routines and expectations, demonstrating a strong ambition for children to develop the best possible behaviour. However, this is not yet fully embedded. For example, staff are currently reflecting on and revising routines to better meet the needs of all children. Leaders recognise that an effective routine will support children in developing consistent positive attitudes towards learning and towards one another.
Children's welfare and wellbeing: Expected standard
Leaders have established policies and procedures that support children's mental health and wellbeing. These are implemented across the setting. For example, children are supported by staff who help them to develop emotional and social skills. The setting is a warm and welcoming space where children and families feel safe and secure. Children have access to indoor and outdoor learning that includes different opportunities to play together, play with staff or on their own. Mealtimes are used as an opportunity to help children understand how to make healthy choices and understand healthy food, using age-appropriate language and knowledge. For example, staff eat alongside children and discuss food, what is in food and what their bodies need.
The key-person system is implemented and working well for all children at the setting. This means that children feel cared for and supported at the setting. These close relationships enable children to develop positive emotional health and a sense of wellbeing while they are at the setting. Hygiene procedures are used effectively so that children can be independent when possible but are also helped to manage their own personal care. This includes toileting and washing their hands and changing their clothes.
Leadership and governance: Expected standard
Leaders have an open, reflective and honest approach to the strategic leadership of the setting. This means that they have an accurate understanding of the setting's unique context, their strengths and their areas for improvement. High standards for care and education for all children are maintained here. Leaders are focused on children who may find it harder to make progress, such as children with special educational needs and/or disabilities, those who have wider barriers to learning or those in receipt of early years pupil premium funding. The management team ensures that resources are managed well, including keeping ratios of children to staff lower than the legal limit. Where improvement is needed, leaders are aware of this and are quick to identify this in a longer-term vision for the setting.
Regular access to professional development, staff meetings and opportunities for reflection are provided for staff. This gives staff a suitable understanding needed for the job, such as paediatric first aid and safeguarding, but also a deeper understanding of the setting's approach to inclusion. Staff report that they feel valued at the setting and their workload is manageable. The staff reflect that this impacts on positive wellbeing for them. Parents and the community are engaged in the setting through daily conversations and regular events.
What the setting must and should do next
The provider should:
- Leaders should embed a routine that further facilitates children to have consistent positive attitudes to learning and each other.
- Leaders should continue to develop their approach to the curriculum so that high-quality teaching and interactions with children are embedded.
Ofsted's words, from the report on the inspection on 22 May 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.
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)
Schools nearby
- Hambridge Community Primary School - Primary, under 0.1 miles