← Ofsted Nursery Tracker

Little Lambs (Longlevens) Ltd

URN 2734549 · Inspected 2026-05-12 · Published 2026-06-24 · Inspector: Sarah-Louise Clements

Safeguarding met Childcare on Non-Domestic Premises, Full day care source PDF ↗ provider page on ofsted.gov.uk ↗

Grades by area

Behaviour, attitudes and establishing routines

Strong standard
Leaders establish a clear, consistent and highly effective approach to behaviour and routines. They set high expectations and ensure that these are applied securely across the setting, helping children to understand and follow them with confidence. Well-established daily routines support children to feel safe, settled and ready to learn. Children follow these routines independently and move purposefully between activities. For example, when staff say that it is time to tidy up, children respond promptly and are keen to help. Leaders actively promote regular attendance and have made effective use of additional funding to support all children to access their sessions, helping to ensure that they benefit fully from their funded entitlement. Staff form warm, positive, secure relationships with children. Children show excellent levels of kindness, respect and consideration for others as they play and learn together. Older children independently manage conflict resolution with high levels of confidence and show a clear understanding of how their actions affect others. Younger children play cooperatively and listen carefully to one another's ideas. Staff are always close by to offer support where needed. These secure relationships strongly support children's emotional wellbeing and sense of belonging. Children demonstrate very positive attitudes to learning. They show high levels of curiosity, remain deeply engaged and sustain concentration for extended periods. They approach new experiences with confidence and show resilience when faced with challenge. Inclusive approaches ensure that all children, including those who are disadvantaged, children with special educational needs and/or disabilities and those known or previously known to social care, participate fully and develop strong self-regulation and independence.

Achievement

Expected standard
Children generally achieve well across all areas of learning and development. All children, including those who are disadvantaged, those with special educational needs and/or disabilities and those known or previously known to social care, make good progress from their starting points. From a young age, children develop effective language and communication skills, which support their learning across the curriculum. Children build on what they know and can do as they move through the setting. Children gain the essential knowledge and skills appropriate for their age and stage of development. They show growing confidence, independence and positive attitudes to learning. Across the curriculum, children develop skills in all areas of learning, which support their overall development. By the time children leave the setting, they are typically well prepared for the next stage of their education. They demonstrate curiosity, engagement and resilience, and have the key skills needed for future success.

Children's welfare and wellbeing

Expected standard
Leaders and staff typically prioritise children's welfare and wellbeing across the setting. They implement clear policies and procedures to support children's care and ensure that staff follow consistent practices. Staff carry out robust risk assessments and daily checks to maintain a safe and secure environment for all children. Children feel safe, happy and well cared for. All children, including those who are disadvantaged, those with special educational needs and/or disabilities and those known or previously known to social care, form positive attachments with familiar adults. These relationships support children's emotional wellbeing and sense of security. For example, when babies feel unsettled at drop-off time, staff respond sensitively. They offer reassurance and comfort and focus closely on children's emotional needs. This consistent focus on supporting children's emotions continues throughout the setting. Parents say that staff go above and beyond to support not only their children but also their specific family needs. Staff know children well and respond sensitively to their routines and preferences. They manage babies' sleep arrangements carefully and carry out regular checks to ensure their comfort and safety. They follow safer eating practices to support children's health, and children learn to recognise and talk about their emotions from a young age. Children benefit from healthy meals and regular physical activity, including daily access to age-specific outdoor spaces. Clear routines help children to feel secure and begin to promote independence. However, staff do not always explain to younger children why they need support with personal care and hygiene. This limits opportunities to develop children's understanding of the importance of these routines and how they support their health and wellbeing.

Curriculum and teaching

Expected standard
Since the last inspection, leaders and staff have worked collaboratively to strengthen the curriculum. They have created a clear, well-sequenced curriculum that meets all children's needs and helps them to build knowledge and skills step by step. Leaders set clear expectations and ensure that staff understand what children need to learn at each stage. They review the curriculum's impact regularly and give precise feedback, which helps staff to improve their practice. While most staff deliver the curriculum with confidence, others are still developing their confidence. Leaders provide coaching and support to help all staff improve their curriculum delivery. Leaders and staff typically design and deliver the curriculum carefully, starting from what children already know and can do. They ensure that it covers all areas of learning and reflects children's interests and backgrounds. Staff plan purposeful learning experiences that build on prior knowledge. For example, babies develop their physical skills during music and movement sessions, toddlers build on their coordination skills when they use small and large bricks to construct towers, and older children develop early mathematics skills as they explore colour mixing and learn how many colours they can combine to create new ones during painting activities. Staff deliver high-quality experiences and opportunities for children through clear explanations, modelling and effective questioning. They adapt activities to be inclusive, so all children take part, stay engaged and make good progress.

Inclusion

Expected standard
Leaders and staff implement effective, inclusive practice to help ensure that all children feel valued and succeed. They use robust systems to identify, assess and meet children's needs swiftly, drawing on observations, assessment information and effective partnerships with families. Staff work closely with parents to identify purposeful and achievable next steps for children's learning, which supports continuity between home and the setting. Leaders and staff typically reduce barriers to learning through targeted support, adapted teaching and liaison with external agencies. Staff provide well-planned interventions for disadvantaged children, children with special educational needs and/or disabilities (SEND) and those known or previously known to social care, and closely track their progress to address gaps. As a result, children make good progress in their learning and are well prepared for the next stage of their education. Leaders and staff typically support the wellbeing of disadvantaged children, children with SEND and those known or previously known to social care effectively. Staff know children well and understand their individual needs. They build strong, trusting relationships and help children feel safe, settled and confident. Staff use clear routines, visual timetables and gentle reminders to support children's sense of security. They teach children to manage their feelings through calm conversations, helping children to understand their emotions and why they might feel the way they do. Staff allow children time to process and manage their feelings, while providing the right level of reassurance and support.

Leadership and governance

Expected standard
Leaders provide clear and effective strategic direction for the setting. They establish an ambitious vision for all children and drive continuous improvement. Since the previous inspection, leaders have worked hard to address the identified actions. They have taken purposeful steps to strengthen practice and improve outcomes for children. Leaders evaluate the quality of the provision regularly and use this information to make targeted improvements. They work closely with external professionals, seeking support and guidance to improve practice and ensure that children and families receive timely and appropriate help. This strengthens provision and maintains a clear focus on improving outcomes. Leaders typically prioritise staff wellbeing and manage their workload effectively. They organise roles and responsibilities carefully and ensure that expectations remain manageable. Staff report that they feel very well supported by leaders and value being part of a positive and collaborative team. This contributes to a stable and supportive working environment. Leaders invest in professional learning and develop staff expertise over time. They provide regular training, including specific training on child development, total communication and the specific care for babies, alongside coaching and opportunities for reflection. Leaders identify areas for development and offer targeted support, helping staff to build confidence and consistency in their practice. This strengthens the overall quality of teaching and care. Leaders and staff build positive relationships with parents and carers. They share information regularly via an online application and involve parents in their children's learning. Parents say that communication from the team is good and that their children enjoy attending the setting.

What it's like to be a child at this setting

Children experience a warm, welcoming and nurturing environment where they feel safe, cared for and valued. They arrive happily and settle quickly with familiar staff who understand their individual needs. Children form positive attachments and seek staff for comfort and reassurance. Children move seamlessly through the nursery, as staff support smooth and well-planned transitions that help them feel confident, secure and ready for each stage of their learning. Children, including those who are disadvantaged, those with special educational needs and/or disabilities and those known or previously known to social care, benefit from purposeful and tailored experiences that meet their needs. They engage purposefully in a wide range of interesting and meaningful activities. Babies explore farm-themed sensory play, using different textures and materials to develop their senses. Toddlers explore water as they wash dolls, building coordination and an understanding of everyday routines. Older children create their own models using dough, developing small physical skills and expressing their ideas. Children develop a love of books, with babies, toddlers and older children sitting with staff and listening intently to stories. Children's cultures and traditions are celebrated, and staff recognise differing family units, helping children to feel respected and included. Children show enthusiasm and take pride in what they achieve. They build key skills and make good progress from their starting points. Children play and learn alongside their peers. They include one another in play, share ideas and cooperate well. Younger children listen to each other and begin to take turns, while older children resolve conflicts thoughtfully and consider the feelings of others. Children and their families feel welcomed, and their contributions are valued. Children behave well and show positive attitudes. They follow routines confidently and move calmly between activities. Children attend regularly and develop a strong sense of belonging. Overall, children thrive in an inclusive environment where their individuality is recognised and supported.

Next steps

Leaders should continue to develop staff confidence in the curriculum delivery to enhance experiences for children. Leaders should support staff to develop children's understanding of the importance of personal hygiene routines.

About this inspection

The inspector spoke with the leaders, staff and children and considered feedback from parents and carers 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 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.

About this setting

URN
2734549
Address
Paygrove Lane Longlevens GLOUCESTER GL2 0AU
Type
Childcare on Non-Domestic Premises, Full day care
Registration date
26/05/2023
Registered person
Little Lambs (Longlevens) Limited
Register(s)
EYR, CCR
Operating hours
Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority
Gloucestershire

Facts and figures

Age range at inspection
0 to 4
Total places
95

Data from 12 May 2026

Raw extracted PDF text 
Little Lambs (Longlevens) Ltd
Unique reference number (URN): 2734549
Address: Paygrove Lane, Longlevens, GLOUCESTER, GL2 0AU
Type: Childcare on non-domestic premises
Registered with Ofsted: 26/05/2023
Registers: EYR, CCR
Registered person: Little Lambs (Longlevens) Limited
Inspection report: 12 May 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
Leaders establish a clear, consistent and highly effective approach to behaviour and
routines. They set high expectations and ensure that these are applied securely across the
setting, helping children to understand and follow them with confidence. Well-established
daily routines support children to feel safe, settled and ready to learn. Children follow these
routines independently and move purposefully between activities. For example, when staff
say that it is time to tidy up, children respond promptly and are keen to help. Leaders
actively promote regular attendance and have made effective use of additional funding to
support all children to access their sessions, helping to ensure that they benefit fully from
their funded entitlement.
Staff form warm, positive, secure relationships with children. Children show excellent levels
of kindness, respect and consideration for others as they play and learn together. Older
children independently manage conflict resolution with high levels of confidence and show a
clear understanding of how their actions affect others. Younger children play cooperatively
and listen carefully to one another's ideas. Staff are always close by to offer support where
needed. These secure relationships strongly support children's emotional wellbeing and
sense of belonging.
Children demonstrate very positive attitudes to learning. They show high levels of curiosity,
remain deeply engaged and sustain concentration for extended periods. They approach new
experiences with confidence and show resilience when faced with challenge. Inclusive
approaches ensure that all children, including those who are disadvantaged, children with
special educational needs and/or disabilities and those known or previously known to social
care, participate fully and develop strong self-regulation and independence.
Achievement Expected standard
Children generally achieve well across all areas of learning and development. All children,
including those who are disadvantaged, those with special educational needs and/or
disabilities and those known or previously known to social care, make good progress from
their starting points. From a young age, children develop effective language and
communication skills, which support their learning across the curriculum. Children build on
what they know and can do as they move through the setting.
Children gain the essential knowledge and skills appropriate for their age and stage of
development. They show growing confidence, independence and positive attitudes to
learning. Across the curriculum, children develop skills in all areas of learning, which support
their overall development.

By the time children leave the setting, they are typically well prepared for the next stage of
their education. They demonstrate curiosity, engagement and resilience, and have the key
skills needed for future success.
Children's welfare and wellbeing Expected standard
Leaders and staff typically prioritise children's welfare and wellbeing across the setting. They
implement clear policies and procedures to support children's care and ensure that staff
follow consistent practices. Staff carry out robust risk assessments and daily checks to
maintain a safe and secure environment for all children.
Children feel safe, happy and well cared for. All children, including those who are
disadvantaged, those with special educational needs and/or disabilities and those known or
previously known to social care, form positive attachments with familiar adults. These
relationships support children's emotional wellbeing and sense of security. For example,
when babies feel unsettled at drop-off time, staff respond sensitively. They offer reassurance
and comfort and focus closely on children's emotional needs. This consistent focus on
supporting children's emotions continues throughout the setting. Parents say that staff go
above and beyond to support not only their children but also their specific family needs. Staff
know children well and respond sensitively to their routines and preferences. They manage
babies' sleep arrangements carefully and carry out regular checks to ensure their comfort
and safety. They follow safer eating practices to support children's health, and children learn
to recognise and talk about their emotions from a young age.
Children benefit from healthy meals and regular physical activity, including daily access to
age-specific outdoor spaces. Clear routines help children to feel secure and begin to
promote independence. However, staff do not always explain to younger children why they
need support with personal care and hygiene. This limits opportunities to develop children's
understanding of the importance of these routines and how they support their health and
wellbeing.
Curriculum and teaching Expected standard
Since the last inspection, leaders and staff have worked collaboratively to strengthen the
curriculum. They have created a clear, well-sequenced curriculum that meets all children's
needs and helps them to build knowledge and skills step by step. Leaders set clear
expectations and ensure that staff understand what children need to learn at each stage.
They review the curriculum's impact regularly and give precise feedback, which helps staff
to improve their practice. While most staff deliver the curriculum with confidence, others are
still developing their confidence. Leaders provide coaching and support to help all staff
improve their curriculum delivery.
Leaders and staff typically design and deliver the curriculum carefully, starting from what
children already know and can do. They ensure that it covers all areas of learning and
reflects children's interests and backgrounds. Staff plan purposeful learning experiences that
build on prior knowledge. For example, babies develop their physical skills during music and
movement sessions, toddlers build on their coordination skills when they use small and
large bricks to construct towers, and older children develop early mathematics skills as they

explore colour mixing and learn how many colours they can combine to create new ones
during painting activities.
Staff deliver high-quality experiences and opportunities for children through clear
explanations, modelling and effective questioning. They adapt activities to be inclusive, so
all children take part, stay engaged and make good progress.
Inclusion Expected standard
Leaders and staff implement effective, inclusive practice to help ensure that all children feel
valued and succeed. They use robust systems to identify, assess and meet children's needs
swiftly, drawing on observations, assessment information and effective partnerships with
families. Staff work closely with parents to identify purposeful and achievable next steps for
children's learning, which supports continuity between home and the setting. Leaders and
staff typically reduce barriers to learning through targeted support, adapted teaching and
liaison with external agencies. Staff provide well-planned interventions for disadvantaged
children, children with special educational needs and/or disabilities (SEND) and those
known or previously known to social care, and closely track their progress to address gaps.
As a result, children make good progress in their learning and are well prepared for the next
stage of their education.
Leaders and staff typically support the wellbeing of disadvantaged children, children with
SEND and those known or previously known to social care effectively. Staff know children
well and understand their individual needs. They build strong, trusting relationships and help
children feel safe, settled and confident. Staff use clear routines, visual timetables and
gentle reminders to support children's sense of security. They teach children to manage their
feelings through calm conversations, helping children to understand their emotions and why
they might feel the way they do. Staff allow children time to process and manage their
feelings, while providing the right level of reassurance and support.
Leadership and governance Expected standard
Leaders provide clear and effective strategic direction for the setting. They establish an
ambitious vision for all children and drive continuous improvement. Since the previous
inspection, leaders have worked hard to address the identified actions. They have taken
purposeful steps to strengthen practice and improve outcomes for children. Leaders
evaluate the quality of the provision regularly and use this information to make targeted
improvements. They work closely with external professionals, seeking support and guidance
to improve practice and ensure that children and families receive timely and appropriate
help. This strengthens provision and maintains a clear focus on improving outcomes.
Leaders typically prioritise staff wellbeing and manage their workload effectively. They
organise roles and responsibilities carefully and ensure that expectations remain
manageable. Staff report that they feel very well supported by leaders and value being part
of a positive and collaborative team. This contributes to a stable and supportive working
environment.
Leaders invest in professional learning and develop staff expertise over time. They provide
regular training, including specific training on child development, total communication and

the specific care for babies, alongside coaching and opportunities for reflection. Leaders
identify areas for development and offer targeted support, helping staff to build confidence
and consistency in their practice. This strengthens the overall quality of teaching and care.
Leaders and staff build positive relationships with parents and carers. They share
information regularly via an online application and involve parents in their children's learning.
Parents say that communication from the team is good and that their children enjoy
attending the setting.
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
What it's like to be a child at this setting
Children experience a warm, welcoming and nurturing environment where they feel safe,
cared for and valued. They arrive happily and settle quickly with familiar staff who
understand their individual needs. Children form positive attachments and seek staff for
comfort and reassurance. Children move seamlessly through the nursery, as staff support
smooth and well-planned transitions that help them feel confident, secure and ready for
each stage of their learning.
Children, including those who are disadvantaged, those with special educational needs
and/or disabilities and those known or previously known to social care, benefit from
purposeful and tailored experiences that meet their needs. They engage purposefully in a
wide range of interesting and meaningful activities. Babies explore farm-themed sensory
play, using different textures and materials to develop their senses. Toddlers explore water

Inspector:
Sarah-Louise Clements
About this setting
Unique reference number (URN): 2734549
as they wash dolls, building coordination and an understanding of everyday routines. Older
children create their own models using dough, developing small physical skills and
expressing their ideas. Children develop a love of books, with babies, toddlers and older
children sitting with staff and listening intently to stories. Children's cultures and traditions
are celebrated, and staff recognise differing family units, helping children to feel respected
and included. Children show enthusiasm and take pride in what they achieve. They build
key skills and make good progress from their starting points.
Children play and learn alongside their peers. They include one another in play, share ideas
and cooperate well. Younger children listen to each other and begin to take turns, while
older children resolve conflicts thoughtfully and consider the feelings of others. Children and
their families feel welcomed, and their contributions are valued.
Children behave well and show positive attitudes. They follow routines confidently and move
calmly between activities. Children attend regularly and develop a strong sense of
belonging. Overall, children thrive in an inclusive environment where their individuality is
recognised and supported.
Next steps
Leaders should continue to develop staff confidence in the curriculum delivery to enhance
experiences for children.
Leaders should support staff to develop children's understanding of the importance of
personal hygiene routines.
About this inspection
The inspector spoke with the leaders, staff and children and considered feedback from
parents and carers 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
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.

Address:
Paygrove Lane
Longlevens
GLOUCESTER
GL2 0AU
Type: Childcare on non-domestic premises
Registration date: 26/05/2023
Registered person: Little Lambs (Longlevens) Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 12 May 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
95
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.
If you would like a copy of this document in a different format, such as large print or Braille,
please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.
Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted

© Crown copyright 2026
© Crown copyright