Little Peoples Nursery

Little Peoples Nursery
Unique reference number (URN): EY410617
Address: 174 Havant Road, Drayton, PORTSMOUTH, PO6 2EH
Type: Childcare on non-domestic premises
Registered with Ofsted: 23/06/2010
Registers: EYR, CCR, VCR
Registered person: Little Peoples Nursery (Portsmouth) Ltd
Inspection report: 20 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
Expected standard
Behaviour, attitudes and establishing routines Strong standard
Children understand what is expected of them and, as a result, demonstrate consistently
positive behaviour. They listen well and show kindness towards their peers and
practitioners, for example bringing a cushion to a practitioner who is kneeling on the floor.
Children confidently share resources, take turns and wait patiently during games and
activities, reflecting strong social skills and emotional maturity.
Practitioners model respectful, courteous behaviour, which supports children in developing
equally good manners. This is evident when children say 'please' and 'thank you' and even
offer a polite 'bless you', when a practitioner sneezes. These interactions contribute to a
nurturing environment where children feel valued, respected and secure.
Leaders regularly evaluate practice to ensure that children gain the most from their time at
nursery. For example, they identified that children were waiting too long while the whole
group prepared to go outside. In response, practitioners now take smaller groups out,
reducing waiting times and improving the flow of routines. This also creates smaller groups
indoors, enabling children to engage more meaningfully in activities, such as board games,
sensory play and other focused experiences that support their wellbeing.
Attendance is good, supported by an online learning journal that enables effective two-way
communication with parents and allows leaders to follow up promptly on any unexplained
absences. This strengthens safeguarding practice and ensures that children's welfare
remains a priority through consistent, timely contact with families.
Achievement Expected standard
Generally, children achieve well from their starting points. Gaps in all children's learning are
closing consistently. Children gain the knowledge and skills they need across all areas of
learning. They show increasing independence, curiosity and resilience and are well
prepared for their next stage of development.
Children learn new concepts quickly. For example, during a cooking activity, children
confidently used a grater and explained why they need to be careful not to grate their
fingers, demonstrating secure understanding and the ability to apply new learning.
Children learn a wide vocabulary. For example they gain new words while playing with
water, such as 'splash', 'pour', 'bubbles', 'foam', 'clean' and 'wet', supporting progress in
communication and language. All children, including those needing additional support,
generally make steady progress.

Children transition well between groups, ensuring smooth progression to their next stage of
learning. All children gain skills that will prepare them for their move to school, and strong
links with local schools supports their transition.
Children's welfare and wellbeing Expected standard
Practitioners show consistent respect for children's dignity and autonomy, seeking
permission before carrying out care routines, such as changing nappies or wiping noses.
This sensitive approach helps children feel valued, secure and in control of their own bodies.
Children develop an understanding of how to look after their bodies. Practitioners typically
support children to build positive attitudes towards health, hygiene and physical
development. Before taking part in an obstacle course, children warm up their muscles and
talk confidently about how exercise affects their bodies. In pre-school, practitioners extend
this learning by discussing healthy eating and teach children to recognise which foods help
them grow, feel strong and stay healthy.
Children learn about the importance of care routines that keep them safe and well. They
wash their hands to remove germs before cooking activities, showing an early awareness of
hygiene and self-care. During water play, children practise brushing dolls' teeth, helping
them understand the importance of good dental hygiene in a meaningful, age-appropriate
way.
Practitioners use stories effectively to help children recognise and regulate their emotions.
Each day, children are encouraged to identify and express how they are feeling by linking
their emotions to a familiar story and placing their chosen feeling into the corresponding jar.
This simple, consistent routine supports children in building emotional literacy and
developing early strategies for understanding and managing their own feelings.
Curriculum and teaching Expected standard
A love of books is evident throughout the setting and underpins the curriculum's strong focus
on language development. Children enjoy frequent opportunities to engage in high-quality
interactions with practitioners and to share stories with their peers. They listen with
enthusiasm and join in with familiar refrains, such as 'We're not scared', during 'We're Going
on a Bear Hunt', read expressively by a skilled practitioner. These experiences build
children's vocabulary, comprehension and confidence as communicators.
Leaders have a clear understanding of the quality of teaching and regularly observe practice
to celebrate strengths and identify areas for improvement. Teaching is generally effective,
although less-experienced staff are less consistent in extending children's learning, for
example, by counting blocks during construction play or discussing healthy choices at snack
time.
Skilled practitioners lead small-group mathematical sessions where older children explore
shape, size and measure using scales. They compare shapes, discuss which are heavier or
lighter and consider how to balance the scales, promoting deep mathematical thinking.

Practitioners have a secure knowledge of the early years foundation stage, and children
make steady progress. The curriculum also places strong emphasis on children's personal,
social and emotional development, supporting them to build friendships, develop resilience
and manage their feelings. Staff know their key children well and use assessment effectively
to plan next steps.
Inclusion Expected standard
Regular assessment enables practitioners to identify any gaps in their key children's
learning and development at an early stage. However, there are occasions where early
intervention could be implemented more promptly to maximise children's progress and
ensure that support is provided at the earliest opportunity.
Leaders use additional funding effectively to enhance children's development and remove
barriers to learning. This includes reducing staff-to-child ratios and purchasing equipment for
sensory circuits, as well as calming toys and resources for the sensory room. These
enhancements help children regulate their emotions, develop attention skills and access
learning more successfully throughout the day.
Leaders monitor staff's practice closely and identify where there may be gaps in
practitioners' knowledge. They arrange targeted training, such as qualifications in working
with children with special educational needs and/or disabilities (SEND), to strengthen staff's
confidence and expertise, ensuring that practice remains current and responsive to
children's needs. Practitioners have also recently joined an online Makaton course to
support children with speech and language delay and to promote inclusive communication
across the setting.
This commitment to ongoing professional development ensures that children, including
those with emerging or identified SEND, receive high-quality, well-informed support that
enables them to make meaningful progress.
Leadership and governance Expected standard
Parents and carers speak highly of the leaders and practitioners, particularly valuing the
warm relationships and the meaningful home-learning activities that extend children's
learning beyond the nursery.
Leaders are committed to improving outcomes for all children and have recently developed
a staff development plan. Through regular observations, supervisions and reflective
discussions, leaders identify where staff would benefit from additional training. This has led
to targeted professional development, including special educational needs coordinator
training and Makaton courses, ensuring that staff are better equipped to support children
with emerging communication and learning needs.
Staff's wellbeing is prioritised and embedded within the culture of the nursery. Leaders
maintain an open-door approach and are a visible, supportive presence throughout the day.
Monthly supervisions and informal wellbeing checks enable leaders to notice when staff may
need additional support, allowing timely intervention. Workload is reviewed regularly, with
leaders actively seeking ways to reduce pressure and improve staff's experience.

A dedicated staff space provides a calm area for breaks and reflection, complemented by
wellbeing baskets and vouchers when needed. Staff benefit from personalised development
plans, including tailored support for team members who may feel less confident with digital
systems. This inclusive approach builds confidence, strengthens practice and ensures that
staff feel valued and supported.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met

What it's like to be a child at this setting
Children arrive at nursery happy, confident and ready to learn. They separate from their
parents and carers with ease, supported by practitioners who warmly welcome their key
children at the door. This consistent, nurturing greeting ensures that every child feels
recognised, valued and secure from the moment they enter. Independence is encouraged
straight away; children hang up their coats, change into their slippers and settle quickly into
the routine. Strong attendance further supports their sense of belonging and emotional
security.
Once inside, children engage immediately with the thoughtfully planned activities on offer.
They chat enthusiastically with peers and practitioners as they explore learning opportunities
that reflect their interests and build on what they already know. Children in the toddler and
pre-school rooms enjoy meaningful, real life experiences, such as preparing healthy muffins
for their afternoon snack. Through this process, they learn about quantity, weight, colour,
size, mixing, mashing and safely using a grater. They take turns and contribute to each
stage, developing practical skills, confidence and social cooperation.
In the baby room, younger children investigate farm animals to support early language
development. Practitioners introduce animal sounds before modelling single words, helping
children progress from early vocalisations to developing vocabulary. Learning is enriched
through edible textures representing soil, crops and animal feed, supporting sensory
exploration and regulation.
Practitioners use visual cues and sensory resources to support children with emerging
special educational needs and/or disabilities. These thoughtful adaptations ensure that
every child can access the curriculum, participate fully and make meaningful progress.
Next steps
Leaders should take further steps to ensure that early interventions for children with
emerging speech and language delays are identified and implemented sooner, enabling
timely support and improved long term outcomes.
Leaders should create further opportunities for less-confident staff to develop their
teaching skills, ensuring that they receive targeted support, coaching and modelling so
that practice becomes consistently strong across the team.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
designated safeguarding officer, children and parents 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:
Cathy Roberts
About this setting
Unique reference number (URN): EY410617
Address:
174 Havant Road
Drayton
PORTSMOUTH
PO6 2EH
Type: Childcare on non-domestic premises
Registration date: 23/06/2010
Registered person: Little Peoples Nursery (Portsmouth) Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Portsmouth
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 20 February 2026
Children numbers
Age range of children at the time of inspection
1 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
60
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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