Little Smarties

Little Smarties
Unique reference number (URN): EY319325
Address: Two Cedars, Fairmount Road, Cheltenham, Gloucestershire, GL51 7AQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 16/12/2005
Registers: EYR
Registered person: G & G Partners
Inspection report: 18 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
Achievement Strong standard
Children make excellent progress across all areas of learning. They are motivated, excited
learners who show high levels of focus and enthusiasm during their explorations. Older
children demonstrate significant independence as they make choices about activities and
confidently manage tasks such as serving their own meals. They develop strong friendships
and play harmoniously with their peers.
Children's communication and language achievement is a particular strength. Older children
are confident communicators who create detailed conversations and ideas during role play.
Toddlers learn new words such as 'squeeze' and 'squash' as they investigate sensory play.
Babies develop early language as they babble, say single words or use simple signs.
Children with special educational needs and/or disabilities, or those with barriers to learning,
make consistent progress from their individual starting points due to targeted support.
Overall, children build effectively on prior skills, and this ensures they are well prepared for
their eventual transition to school.
Behaviour, attitudes and establishing routines Strong standard
Children behave very well and demonstrate consistently positive attitudes toward their
learning. Leaders and staff establish a harmonious, happy atmosphere where children are
safe, confident and secure. Clear, simple-to-understand routines are expertly embedded.
This helps all children transition smoothly between activities and prevents boredom. Even
the youngest children are learning to be considerate as they play well alongside others and
begin to understand how to share and take turns. Staff expertly support children to
collaborate and negotiate as, for example, they decide on who will be who in an imaginative
game.
Relationships between practitioners and children are a significant strength. Staff establish
secure, caring and calm relationships with children and their families right from the start. As
a result, children are happy and settled. Babies seek out their named person for cuddles
and reassurance, while older children benefit from being nurtured by staff who know their
individual personalities and needs very well.
Leaders work closely with families to promote a positive culture around attendance and
punctuality. They ensure the nursery is an inclusive, welcoming, and child-centred space.
Practitioners carefully consider children's ages and stages of development when reinforcing
expectations. They use praise and encouragement to help children maintain high standards
of behaviour.
Children's welfare and wellbeing Strong standard
Children are safe and secure in this nursery because leaders and staff ensure the
environment is free of hazards. Children develop an understanding of their own personal
safety. For example, they talk about road safety with staff and learn to use knives with

increasing skill and care during mealtimes. Secure and responsive attachments are a
significant strength. The key-person approach is expertly embedded, and this ensures
babies and children receive the cuddles and reassurance they need to confidently flourish.
Physical health is prioritised through well-planned outdoor activities which take place in the
large garden space. Children recognise the effects of exercise on their bodies. For example,
they enthusiastically attempt star jumps and notice their warm breath on the cold air.
Emotional wellbeing is supported intuitively, for example as staff notice when children need
quiet time or additional support to self-regulate.
Children's nutritional needs are met through a healthy, balanced menu of home-cooked
meals. Leaders maintain robust systems for managing allergies and dietary requirements.
For example, a coloured place mat and plate system ensures easy identification of those
children with food allergies, intolerances or preferences. Furthermore, oral health is
promoted through various activities and the provision of toothbrushes for all families.
Curriculum and teaching Strong standard
Leaders embed a thoughtfully considered curriculum that supports children's ongoing
development across all areas of learning. They plan an extensive range of exciting
opportunities that help children build consistently and well on what they know, do and
understand. For example, they develop finger control and scissor skills through babies'
sensory play to intricate cutting by older children. Staff use their extensive child
development knowledge to make assessments of where children are in their development
and plan realistic and achievable next steps.
Physical development is a priority. Staff plan interesting and exciting physical activities that
children obviously relish. For example, an enjoyable outdoor session of tag rugby supports
older children's movement, while toddlers develop their balance on the balance beams set
out by staff. Staff integrate the teaching of mathematics very naturally into routines and
through interactions. They encourage children to count and order numbers with accuracy
and understanding and to use mathematical language such as 'beneath' and 'on top' with
increasing precision.
The development of children's communication and language skills are a sharp focus.
Leaders and staff foster a love of reading through initiatives such as book bags, which are
taken home for families to enjoy together. Furthermore, simple sign language is used
throughout the nursery to support early communication for all children, even the very
youngest. High-quality teaching is expertly adapted for all children, including those with
special educational needs and/or disabilities. Staff facilitate one-to-one support and use
visual aids to ensure the curriculum is inclusive and accessible to every child.
Inclusion Strong standard
The provision for inclusion is very strong because leaders and staff share a passionate
commitment and knowledge to make sure every child receives individualised, expert
support. They successfully embed a positive culture where barriers to learning are swiftly
identified and addressed through a graduated approach. Leaders and staff use their
extensive knowledge of child development and professional learning to skilfully observe

children and highlight any gaps in development. For children who have special educational
needs and/or disabilities or barriers to learning, leaders access external professional
support. They use additional funding strategically and thoughtfully to nurture children's
progress.
Leaders are dedicated advocates who frequently go above and beyond to ensure all
children are included. They self-fund specialist therapy and adapt the environment to
support children. For example, a specially designed sensory space is available to support
children who prefer to experience learning in a much more sensory way. Furthermore,
targeted one-to-one support is in place for children who need extra support. Leaders
demonstrate a focused dedication as they attend multi-agency meetings and provide
extensive support to families to help them secure the teaching and care children need to
succeed. As a result, children are supported extremely well to make the best possible
progress from their individual starting points.
Leadership and governance Strong standard
Leaders and staff are clearly very passionate about providing the highest quality early years
experiences for all children. They have clear intentions and a well-considered vision that
treats the nursery team and children and their families like a family unit. Leaders
demonstrate a robust understanding of the setting's strengths and are proactive in driving
improvements. This means that all children benefit from a vibrant, exciting and motivating
early years experience. Decisions are consistently made in the best interests of the children,
particularly those with special educational needs and /or disabilities or those facing other
barriers to learning. An example of this focused intention is when leaders provided funding
for specialist speech and language therapy when external channels proved difficult.
Staff wellbeing is a priority and is supported through an open-door policy, regular meetings
and initiatives such as 'employee of the month'. This has resulted in a stable, committed
team whose members are happy and motivated to provide the best care and learning they
can for all children. Professional learning development is valued, and leaders encourage
staff to take ownership of their learning and implement new ideas. Partnerships with parents
are a considerable strength. Parents say they are fully informed about their children's
development and progress. They acknowledge that they feel they are an important part of
this caring and nurturing community.

What it's like to be a child at this setting
Children at this nursery are expertly supported by caring and committed staff who prioritise
their emotional and physical wellbeing. They benefit from an environment where they are
nurtured and cared for. For example, babies seek out their key person for snuggles, cuddles
and reassurance. Safety is a priority, with children kept free from hazards as they are taught
how to manage their own risks safely, for example as they use knives with care during
mealtimes and as they talk about crossing the road safely.
Children's enjoyment of learning is evident as they create a buzz of excited chatter and
interaction. They enthusiastically engage in a curriculum that helps them practise and build
on their skills over time. For instance, they press the soft mud with their fingers or snip
coloured cellophane with scissors to build their finger control. They relish physical
challenges in the well-resourced garden as they push one another on the swing or negotiate
the climbing wall. Children develop their mathematical ideas and understanding as staff
weave tasks expertly into activities. For example, children count out plates for lunch and add
one more or accurately use language such as 'long and longer' when describing different
lengths.
Children develop strong friendships with other children and have excellent manners. Even
the youngest children are learning to be considerate and play harmoniously alongside
others. They learn to care for animals as they stroke the pet rabbit or feed the pet guinea
pigs.
Children achieve consistently well. They are confident communicators. Children acquire a
rich vocabulary because staff frequently introduce, and help them practise, new words such
as 'squeeze' and 'squash' during their sensory explorations. Children achieve high levels of
independence. For instance, they learn to serve their own meals and have the confidence to
express their own ideas in discussions. They are well prepared for the next stage in their
learning, including starting school.
Next steps
Leaders 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 all children.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents and children during the 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

Inspector:
Juliette Freeman
About this setting
Unique reference number (URN): EY319325
Address:
Two Cedars, Fairmount Road
Cheltenham
Gloucestershire
GL51 7AQ
Type: Childcare on non-domestic premises
Registration date: 16/12/2005
Registered person: G & G Partners
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Gloucestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
72
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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