Lilliput Montessori Day Nursery Coalville

Lilliput Montessori Day Nursery Coalville
Unique reference number (URN): 223230
Address: Railway House, Hotel Street, Coalville, Leicestershire, LE67 3EQ
Type: Childcare on non-domestic premises
Registered with Ofsted: 27/10/1999
Registers: EYR, CCR, VCR
Registered person: Lilliput Day Nursery Limited
Inspection report: 4 June 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.

Needs attention
Achievement Needs attention
While some children are making progress and moving forward in their development, others
do not make the progress they are capable of because support for learning does not
consistently help them to build on what they already know and can do. During some
activities, children, including those who face barriers to their learning, drift about or engage
at a superficial level and then their interest quickly wanes. They are sometimes quiet and
are not encouraged to practise their communication skills.
Children are developing their independence skills, such as washing hands and managing
their own coat. They are learning to use cutlery and age-appropriate cups at mealtimes.
They know that they need to line up and wait for staff as they transition between indoors and
outdoors. Older children develop friendships with their peers and initiate games to play
together. They use equipment such as wheeled toys with confidence and ability.
Behaviour, attitudes and establishing routines Needs attention
Some staff do not always manage routines well enough throughout the day. For example,
during the transition to lunch, staff make occasional attempts to tidy up the toys, but they do
not communicate this to the younger children so that they can join in. Staff are not clear on
their roles with regard to setting out the meal, and it becomes disorganised and takes a long
time. Some children become upset or frustrated, while others, including those with special
educational needs and/or disabilities, fall asleep because of the time they have been
waiting. However, staff do ensure that when children wake up they are offered their meal.
Leaders acknowledge that some staff need further support to ensure routines are smooth
and supportive of children's needs.
Children behave well, even during times when there is a lack of engagement from staff.
From a young age, they learn how to handle the resources carefully. They know to take
turns, for example, as they wait for their go on the climbing equipment. Staff introduce
younger children to age-appropriate equipment in order to build their confidence so, as they
develop, they will attempt to use the more challenging equipment outdoors.
Leaders manage children's attendance well. They are proactive in discussing and
reinforcing the importance of consistent routines with parents and carers.
Children's welfare and wellbeing Needs attention
Leaders do not ensure that routines are well implemented. For example, they do not ensure
that reasonable adjustments are made for children with special educational needs and/or
disabilities (SEND) at mealtimes. Children do not always benefit from a well-organised
learning environment. For the younger age groups, although there is plenty of space, the
number of toys spread across the floor sometimes limits their ability to engage in activities
and to explore freely and comfortably. For example, children trip over toys as they move
around the environment. Outdoors, children have daily opportunities to play in all weathers

and thoroughly enjoy exploring the different outdoor areas. Staff provide appropriate
challenges for children, such as climbing the frame and sliding down the pole.
Children are generally happy and settled. They form close bonds with their key person and
other staff. Children with SEND seek out staff for comfort when they are tired and to help
them to regulate their emotions. Staff help children to start to recognise and manage their
emotions as they talk to them about how they are feeling.
Staff consistently follow safer eating procedures and ensure that children are supervised at
all times. Hygiene practice is consistently implemented throughout the nursery. Staff
sometimes speak to children about healthy eating, although the quality of these discussions
varies and reflects the general inconsistencies in teaching. There are well-established
procedures to ensure children's safety when they are asleep.
Curriculum and teaching Needs attention
While leaders have devised curriculum goals that they want children to achieve, these are
not specific enough to clearly establish the knowledge, skills and understanding children will
acquire. Staff are not always clear on what they are intending children to learn from
activities. Staff's teaching is inconsistent for all children, including those with special
educational needs and/or disabilities. Therefore, children do not routinely benefit from high-
quality interactions. For example, during a mark-making activity with younger children, staff
mainly watch the children experiment with the resources and do not guide or extend their
learning. Staff are not consistently supporting children's engagement to enable them to build
on what they already know and can do. Leaders are aware of some of the areas for
improvement and have taken initial steps to address these, although this is not yet
benefiting children's learning.
Staff provide some purposeful activities. Very young children enjoy playing with bubbles.
Staff repeat simple words, encouraging children to copy and demonstrating what they mean
to support their understanding and language development. They manage the pace of the
activity well so that children have time to listen, respond and explore the bubbles.
Inclusion Needs attention
Overall, leaders identify children's needs. However, there are inconsistencies in the support
offered to children, including those with special educational needs and/or disabilities
(SEND). While staff regularly assess children's development at times, staff can be overly
negative and mainly focus on what children cannot do rather than demonstrating ambition
for those children, such as when sharing information with parents, carers and other
professionals about what children are capable of.
Leaders demonstrate a commitment to working in partnership with other agencies and
professionals and use their ideas and suggestions to support children within the setting.
They are unafraid to challenge other professionals at multi-agency meetings in order to try
and secure the best outcomes for children. Leaders are swift in organising meetings with
parents and carers so they can begin to plan from an early age what support children might
need. They ensure that families who speak English as an additional language are fully
supported to engage with this process.

There is a collaborative approach to identifying how to make best use of the early years
pupil premium funding to support children's learning and development. Leaders consult with
parents, carers and the key person to consider children's interests as well as what children
need to learn next.
Leadership and governance Needs attention
The relatively new leadership team demonstrates passion about the role and want to ensure
an inclusive environment that meets the needs of all children, including those with any
barriers to learning. Leaders have started to identify where practice needs to improve across
the nursery and broadly recognise which areas it needs to focus on. Some improvements
have been implemented, although they are not yet having enough of an impact on the
quality of the provision. Although leaders have revised the curriculum, it does not provide a
clear enough focus on what children will learn as they move through the nursery.
During supervision sessions, leaders identify staff's personal development targets. However,
they do not ensure that the targets are focused well enough on staff teaching practice or that
staff are clear about the targets they are working towards and how they can achieve them.
Staff are beginning to recognise where they could improve their own knowledge and
understanding of aspects of practice, such as support for children with special educational
needs and/or disabilities, and request additional training. Leaders are mindful of staff
wellbeing, and staff report that they feel supported.
There are inconsistencies in the quality of information shared with parents and carers. Staff
do not always ensure that parents are well informed about their children's learning and,
particularly, how they can support this at home.
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
While children enjoy their time at the setting and form positive relationships with staff and
each other, weaknesses in teaching impact their learning. The support for staff with regard
to their teaching practice is not fully developed to ensure that they consistently offer high-
quality interactions. Children, including those with special educational needs and/or
disabilities or barriers to their learning, are not supported well enough and, at times, there is
a lack of ambition for them. In addition, staff do not ensure that parents are well informed so
that they can support children's learning at home. Children sometimes struggle to access
the environment or engage in games due to disorganisation of the resources. During some
mealtimes, younger children become upset or tired while waiting for their food as staff do not
organise the routine well enough.
Children settle well when they arrive and enjoy the activities on offer. Staff note children's
interest in a particular toy or resource and support this by setting up a new activity. Younger
children enjoy listening to stories and, for their age, maintain their concentration and focus
for a sustained period of time. They have familiar books they enjoy and are confident to
select the next story they want to listen to. Children carefully handle books as they sit
looking at the pictures and turning the pages. Older children enjoy playing outdoors with
their friends. They build on their learning as they engage in pretend play and use spray
bottles to put out the 'fire' they drew in the outdoor area earlier that day. Children develop
their large muscle skills as they climb up steps, run and ride around on scooters and trikes.
Children of all ages are beginning to learn how to keep themselves safe. Younger children
listen and quickly respond to staff instructions about the safe use of crayons.
Children benefit from consistent attendance at the setting, and leaders ensure they offer
additional sessions where needed.

Inspector:
Justine Ellaway
About this setting
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
design and implement an ambitious curriculum that
clearly identifies what skills, knowledge and
understanding they want children to achieve
04/08/2026
strengthen staff practice to ensure that there are
consistently high-quality interactions that promote
children's learning and development
04/08/2026
improve the supervision of staff to ensure that they are
clear on their roles and responsibilities and that the
quality of teaching improves across the nursery
04/08/2026
organise the premises and equipment to support
children's learning
04/08/2026
deploy staff to ensure a smooth transition during
mealtime routines, particularly for younger children
04/08/2026
improve information sharing with parents and carers to
ensure they are fully informed about their child's
development and how to support learning at home.
04/08/2026
About this inspection
The inspector spoke with leaders, practitioners, children and the special educational needs
coordinator 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.

Unique reference number (URN): 223230
Address:
Railway House
Hotel Street
Coalville
Leicestershire
LE67 3EQ
Type: Childcare on non-domestic premises
Registration date: 27/10/1999
Registered person: Lilliput Day Nursery Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Leicestershire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 4 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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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